DSKP SCIENCE YEAR 3

KURIKULUM STANDARD SEKOLAH RENDAH

Sains

Dokumen Standard Kurikulum dan Pentaksiran

TAHUN 3

(EDISI BAHASA INGGERIS)



KURIKULUM STANDARD SEKOLAH RENDAH

Sains

Dokumen Standard Kurikulum dan Pentaksiran

TAHUN 3

( Edisi Bahasa Inggeris)

Bahagian Pembangunan Kurikulum
April 2017

Terbitan 2017

© Kementerian Pendidikan Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa
juga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat
kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9,
Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

CONTENT v
Rukun Negara........................................................................................................................................................... vi
Falsafah Pendidikan Kebangsaan............................................................................................................................ vii
Definisi Kurikulum Kebangsaan............................................................................................................................... viii
Falsafah Pendidikan Sains Kebangsaan................................................................................................................. ix
Kata Pengantar......................................................................................................................................................... 1
Introduction............................................................................................................................................................... 2
Aims.......................................................................................................................................................................... 2
Objectives................................................................................................................................................................. 2
Framework of the Standard-Based Curriculum for Primary School.......................................................................... 4
Focus ....................................................................................................................................................................... 18
12st Century Skills..................................................................................................................................................... 19
Higher Order Thinking Skills..................................................................................................................................... 20
Teaching and Learning Strategies............................................................................................................................ 25
Elements Across the Curriculum.............................................................................................................................. 28
School Assessment.................................................................................................................................................. 31
Content Organisation................................................................................................................................................

Inquiry in Science 34
Scientific Skills....................................................................................................................................................... 44
Science Room Rules.............................................................................................................................................
46
Life Science 50
Human................................................................................................................................................................... 52
Animals..................................................................................................................................................................
Plants..................................................................................................................................................................... 54
56
Physical Science
Measurement......................................................................................................................................................... 58
Density...................................................................................................................................................................
60
Material Science
Asid dan Alkali....................................................................................................................................................... 62
63
Earth and Space 66
Solar System.........................................................................................................................................................

Technology and Sustainability of Life
Machine.................................................................................................................................................................

Panel of Writers........................................................................................................................................................
Acknowledgement....................................................................................................................................................

RUKUN NEGARA

BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;

Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara

akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara hidup yang liberal terhadap tradisi-tradisi

kebudayaannya yang kaya dan berbagai corak;
Membina satu masyarakat progresif yang akan menggunakan

sains dan teknologi moden;

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan atas prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

v

FALSAFAH PENDIDIKAN KEBANGSAAN

“Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih
memperkembangkan potensi individu secara menyeluruh dan bersepadu
untuk melahirkan insan yang seimbang dan harmonis dari segi intelek,
rohani, emosi dan jasmani, berdasarkan kepercayaan dan kepatuhan
kepada Tuhan. Usaha ini adalah bertujuan untuk melahirkan warganegara
Malaysia yang berilmu pengetahuan, berketerampilan, berakhlak mulia,
bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta
memberikan sumbangan terhadap keharmonian dan kemakmuran keluarga,
masyarakat dan negara”

Sumber: Akta Pendidikan 1996 (Akta 550)

vi

DEFINISI KURIKULUM KEBANGSAAN

3. Kurikulum Kebangsaan
(1) Kurikulum Kebangsaan ialah suatu program pendidikan yang termasuk
kurikulum dan kegiatan kurikulum yang merangkumi semua pengetahuan,
kemahiran, norma, nilai, unsur kebudayaan dan kepercayaan untuk membantu
perkembangan seseorang murid dengan sepenuhnya dari segi jasmani, rohani,
mental dan emosi serta untuk menanam dan mempertingkatkan nilai moral
yang diingini dan untuk menyampaikan pengetahuan.

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997
[PU(A)531/97.]

vii

FALSAFAH PENDIDIKAN SAINS KEBANGSAAN

Selaras dengan Falsafah Pendidikan Kebangsaan, pendidikan sains
di Malaysia memupuk budaya Sains dan Teknologi dengan memberi
tumpuan kepada perkembangan individu yang kompetitif, dinamik,
tangkas dan berdaya tahan serta dapat menguasai ilmu sains dan
keterampilan teknologi.

Sumber: Kementerian Sains, Teknologi dan Inovasi (MOSTI)

viii

KATA PENGANTAR

Kurikulum Standard Sekolah Rendah (KSSR) yang dilaksanakan dan nilai, serta memasukkan secara eksplisit Kemahiran Abad
secara berperingkat mulai tahun 2011 telah disemak semula bagi Ke-21 dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan
memenuhi dasar baharu di bawah Pelan Pembangunan tersebut dilakukan untuk melahirkan insan seimbang dan
Pendidikan Malaysia (PPPM) 2013-2025 supaya kualiti kurikulum harmonis dari segi intelek, rohani, emosi dan jasmani
yang dilaksanakan di sekolah rendah setanding dengan standard sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.
antarabangsa. Kurikulum berasaskan standard yang menjadi
amalan antarabangsa telah dijelmakan dalam KSSR menerusi Bagi menjayakan pelaksanaan KSSR, pengajaran dan
penggubalan Dokumen Standard Kurikulum dan Pentaksiran pembelajaran guru perlu memberi penekanan kepada KBAT
(DSKP) untuk semua mata pelajaran yang mengandungi dengan memberi fokus kepada pendekatan Pembelajaran
Standard Kandungan, Standard Pembelajaran dan Standard Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya
Prestasi. murid dapat menguasai kemahiran yang diperlukan dalam abad
ke-21.
Usaha memasukkan standard pentaksiran di dalam dokumen
kurikulum telah mengubah lanskap sejarah sejak Kurikulum Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
Kebangsaan dilaksanakan di bawah Sistem Pendidikan penghargaan dan ucapan terima kasih kepada semua pihak yang
Kebangsaan. Menerusinya murid dapat ditaksir secara berterusan terlibat dalam penggubalan KSSR. Semoga pelaksanaan KSSR
untuk mengenal pasti tahap penguasaannya dalam sesuatu mata akan mencapai hasrat dan matlamat Sistem Pendidikan
pelajaran, serta membolehkan guru membuat tindakan susulan Kebangsaan.
bagi mempertingkatkan pencapaian murid.
Dr. SARIAH BINTI ABD. JALIL
DSKP yang dihasilkan juga telah menyepadukan enam tunjang Pengarah
Kerangka KSSR, mengintegrasikan pengetahuan, kemahiran Bahagian Pembangunan Kurikulum

ix



KSSR SCIENCE YEAR 3

INTRODUCTION knowledge, making decisions and solving problems in real life. The
subject also provides opportunities to pupils who have a distinctive
Science Standard-based Curriculum for Primary School (KSSR) is interest in Science to pursue their studies in the fields of Science,
designed to develop science literacy by providing a basic Technology, Engineering and Mathematics (STEM) at tertiary level.
knowledge of science for pupils to become science literate. It
comprises understanding the basic science concepts revolving The benchmarking of Science Curriculum has been done in line
around the pupils with which they will be able to pursue Science with high performing countries in international assessments to
education at secondary level. ascertain that the Science Curriculum is relevant and equivalent
with other countries in the world.
The science curriculum for primary schools aims to produce
individuals who are intellectually, spiritually, emotionally and In competing to be a developed country, Malaysia needs to
physically balanced as articulated in the National Education establish a scientific, progressive, innovative, and prudent
Philosophy. Hence, Standard Curriculum and Assessment community that do not only benefit the latest technologies but can
Document (DSKP) is designed by integrating 21st Century Skills to contribute to the future establishment of scientific and technological
enable pupils to compete globally. civilisation. To achieve this aspiration, we need to foster critical,
creative and competent citizens who practise the culture of science
Knowledge, skill and values are inculcated in the primary school and technology.
Science curriculum to create meaningful learning to the pupils.
Pupils’ cognitive level and surroundings are acknowledged so that
the importance to learn Science can be nurtured since the
immediate stage of schooling.

Science subject at secondary level is designed to produce pupils
who are science literate, innovative, and able to apply scientific

1

AIMS KSSR SCIENCE YEAR 3

Science Standard-based Curriculum for Primary Schools (KSSR) FRAMEWORK OF THE STANDARD-BASED CURRICULUM
is designed to instil interest and develop pupils’ creativity through FOR PRIMARY SCHOOL
experiences and investigations as to acquire science knowledge,
scientific skills, thinking skills, scientific attitudes and noble values. KSSR is designed based on six strands, which are
Communication; Spiritual, Attitudes and Values; Humanity;
OBJECTIVES Personal Development; Physical Development and
Aesthetics; and Science and Technology. The six strands are
KSSR Science aims to enable pupils to achieve the following the main domain which support each other and are integrated
objectives: with critical, creative and innovative thinking. This integration
aims to develop the human capital who treasures noble values
1. Using the inquiry approach to fulfil their curiosity about the based on religion, knowledgeable, competent, and enable to
world around them. think in a critical, creative and innovative manner as illustrated
in Figure 1. Science Curriculum is designed based on six
2. Applying scientific skills and thinking skills critically and strands of KSSR Framework.
creatively.

3. Acquiring knowledge on science facts and concepts.
4. Applying knowledge critically, creatively and analytically in

making decisions, innovating and solving problems.
5. Practising scientific attitudes and noble values.
6. Playing a role in preserving the environment.

2

KSSR SCIENCE YEAR 3

Figure 1: The Framework of Standard-based Curriculum for Primary School

3

FOCUS KSSR SCIENCE YEAR 3

Science subject for primary school focuses on thoughtful learning Figure 2: The Conceptual Framework for Science Curriculum
involving scientific and thinking skills for the acquisition of
knowledge through inquiry as the main approach in science Thoughtful Science
education. The science curriculum also aims to prepare pupils to Thoughtful science refers to the quality of pupils intended to be
face the rapid technological development and various challenges produced by the national science education system. Thoughtful
in the 21st century. This group of pupils that undergo this curriculum science pupils can understand scientific ideas and are able to
will become the human resources in the field of science and communicate using scientific language. Therefore, pupils will be
technology that will contribute towards national development.

KSSR Science is developed based on the three domains;
knowledge, skills and values. These three domains are being
experienced by pupils through inquiry method to produce
thoughtful science individuals (Figure 2). The inquiry approach
includes pupil-centred learning, constructivism, contextual
learning, problem-based learning, mastery learning as well as
related strategies and methods.

4

KSSR SCIENCE YEAR 3

able to evaluate as well as to apply knowledge and scientific skills Thinking strategy is a higher level thinking process that involves
sensibly in daily life based on scientific attitudes and noble values. several steps and each step involves critical and creative thinking
Thoughtful science also intends to produce creative and critical skills. Thinking strategy is the final aim of the thinking process.
individuals to fulfil the 21st century needs, where the competency of
the country is highly dependent on the ability of human capitals that Critical Thinking Skills
can think critically and creatively, generate ideas and solve
problems. Critical thinking skills are the ability to evaluate an idea logically
and rationally to make a fair consideration by using reasons and
Thoughtful Learning reliable evidences. A brief description of each critical thinking skill
is shown in Table 1.
Thoughtful learning is achieved when pupils are actively involved
in the teaching and learning process. In this process, the teaching Table 1: Critical Thinking Skills DESCRIPTION
and learning activities are planned to investigate and encourage
pupils as to enable them to conceptualise, solve problems and CRITICAL THINKING
make decisions. Thus, thinking skills are indirectly inculcated SKILLS
among pupils.
Attributing Identifying criterias such as
Thinking skills can be categorized into critical and creative thinking. characteristics, features, qualities and
A pupil who thinks critically always evaluates ideas systematically elements of a concept or an object.
before accepting them. A pupil who thinks creatively is highly
imaginative, able to generate genuine ideas, and innovate existing Comparing and Finding similarities and differences based
ideas and products. Contrasting on criteria such as characteristics,
features, qualities and elements of an
object or event.

5

KSSR SCIENCE YEAR 3

CRITICAL THINKING DESCRIPTION CRITICAL THINKING DESCRIPTION
SKILLS SKILLS

Grouping and Separating and grouping objects or Evaluating Making considerations and decisions
Classifying phenomena into groups based on certain using knowledge, experiences, skills and
criteria such as characteristics, features. values, and giving justifications.
Grouping according to common
characteristics or features. Making Conclusions Making a statement about the outcome of
an investigation based on a hypothesis.

Sequencing Arranging objects and information in an
orderly based on the quality or quantity of
common characteristics or features such Creative Thinking Skills
as size, time, shape or number.

Prioritising Arranging objects or information in an Creative thinking skills are the ability to produce or create
orderly manner based on their importance something new and valuable by using genuine imagination and
or priority. unconventional thinking. A brief description of each creative
thinking skill is as shown in Table 2.

Analysing Processing information in detail by
breaking it down into smaller parts to
understand concepts or events as well as Table 2: Creative Thinking Skills DESCRIPTION
to find the implicit meanings.
CREATIVE
THINKING SKILLS

Detecting Bias Detecting views or opinions that have the Generating Ideas Producing ideas related to something.
tendency to support or oppose something.

6

KSSR SCIENCE YEAR 3

CREATIVE DESCRIPTION CREATIVE DESCRIPTION
THINKING SKILLS THINKING SKILLS

Relating Making connections in certain situations or Synthesising Combining separate elements to produce
events to find a structure or pattern of a an overall picture in the form of writing,
relationship. drawing and artefact.

Making Inferences Using data collection and previous Making Hypothesis Making a general statement about the
experience to conclude and explain relationship between the manipulative and
events. responding variables that is assumed to
be true to explain an observation or event.
Predicting Making forecast about events based on The statement can be tested to determine
observations and previous experiences or its validity.
reliable data.

Making Analogies Forming an understanding about a
complex or an abstract concept by relating
Making Making general statement on certain it to simple or concrete concepts with
Generalisations matters for a group based on observations similar characteristics.
on samples or some information from the
group.

Inventing Producing something new or modifying
something already in existence to
Visualising Forming perceptions or making mental overcome problems in a systematic
images about a particular idea, concept, manner.
situation or vision.

7

Thinking Strategies KSSR SCIENCE YEAR 3

Thinking strategies are ways of thinking that are structured and Besides thinking skills and thinking strategies, reasoning skill is
focused to solve problems. Description of each thinking strategy is also another priority. Reasoning is a skill used in making logical,
as shown in Table 3. rational and fair consideration. Mastery of critical and creative
thinking skills and thinking strategies is easier if an individual is able
Table 3: Thinking Strategies to provide reasoning in inductive and deductive manners. Figure 3
gives an overall picture of the Thinking Skills and Thinking
THINKING Strategies (TSTS).
STRATEGIES
DESCRIPTION

Conceptualizing Making generalisations towards
construction of meaning, concept or model
based on inter-related specific common
characteristics.

Making Decisions Selecting the best solution from several
alternatives based on specific criteria to
achieve the intended aims.

Problem Solving Finding the right solutions systematically
for uncertain or challenging situations or
unforeseen circumstances.

8

KSSR SCIENCE YEAR 3

Thinking Skills Mastery of TSTS through the teaching and learning of science
can be developed through the following stages:
Critical Reasoning Creative
1. Introducing TSTS;
 Attributing  Generating ideas 2. Practising TSTS with teacher’s guidance;
 Comparing and  Relating 3. Practising TSTS without teacher’s guidance;
 Making 4. Applying TSTS in new situations and developing it with
contrasting
 Grouping and inferences teacher’s guidance; and
 Predicting 5. Using TSTS together with other skills to accomplish thinking
classifying  Making
 Sequencing tasks.
 Prioritising hypothesis
 Analysing  Synthesising Further information about the stages of the implementation of
 Detecting bias  Making TSTS can be referred in the guidebook “Buku Panduan Penerapan
 Evaluating Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan
 Making generalisations Pembelajaran Sains” published by Curriculum Development
 Visualising Centre in 1999.
conclusions  Making analogies
 Inventing Scientific Skills

Thinking Strategies Science emphasises on inquiry method and problem solving. In the
 Conceptualising process of inquiry and solving problem, scientific skills and thinking
 Making decisions skills are applied. Scientific skills are essential skills to carry out
 Problem solving activities using scientific methods such as conducting experiments

Figure 3: TSTS Model in Science

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KSSR SCIENCE YEAR 3

and projects. Scientific skills consist of science process skills and SCIENCE DESCRIPTION
manipulative skills. PROCESS SKILLS
Science Process Skills
Making Inferences Using data collection and previous
Science Process Skills (SPS) are skills that are required to find experience to conclude and explain
solutions to problems or make decisions systematically. They are events.
mental processes that enhance critical, creative, analytical and
systematic thinking. Mastery of Science Process Skills together Predicting Making forecast about events based on
with suitable attitudes and knowledge ensure pupils to think observations and previous experiences
effectively. Description of each SPS is as shown in Table 4. or reliable data.

Communicating Using word or graphic symbol such as
tables, graphs, diagrams or models to
Table 4: Science Process Skills describe an action, object or event.

SCIENCE DESCRIPTION
PROCESS SKILLS

Observing Using the sense of sight, hearing, touch, Using Space- Describing changes in parameters with
taste or smell to gather information about
objects and phenomena. Time Relationship time such as location, direction, shape,

size, volume, weight and mass.

Classifying Using observations to group objects or Interpreting Data Giving rational explanations about an
phenomena according to similarities and object, event or pattern from the collected
differences. data.

Measuring and Making quantitative observations using Defining Defining concepts by describing what
Using Numbers numbers and tools with standard units. Operationally must be done and observed.
Measurement makes observations more
precise. 10

SCIENCE DESCRIPTION KSSR SCIENCE YEAR 3
PROCESS SKILLS
Manipulative Skills
Controlling Identifying manipulated variables,
Variables responding variables and constant In a scientific investigation, manipulative skills are psychomotor
variables. In an investigation, a variable skills that enable pupils to:
is manipulated to observe its relationship
with the responding variable. At the same  Use and handle science apparatus and substances
time, the other variables are constant. correctly.

Making Making a general statement about the  Handle specimens correctly and carefully.
Hypothesis relationship between the manipulative  Sketch specimens, apparatus and substances correctly.
and responding variables to explain an  Clean science apparatus correctly.
observation or event. The statement can  Store science apparatus and substances correctly and
be tested to determine its validity.
safely.
Experimenting Planning and conducting an investigation
to test a hypothesis, collecting and Relationship between Science Process Skills and Thinking
interpreting data until a conclusion can Skills
be obtained.
The mastery of Science Process Skills requires pupils to master
the relevant thinking skills. The thinking skills that are related to
each science process skill is shown in Table 5.

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KSSR SCIENCE YEAR 3

Table 5: Relationship between Science Process Skills and SCIENCE THINKING SKILLS
Thinking Skills PROCESS SKILLS
Defining Relating
SCIENCE THINKING SKILLS operationally Making analogies
PROCESS SKILLS Visualising
Analysing
Observing Attributing

Comparing and contrasting

Relating

Classifying Attributing Controlling Attributing
Comparing and contrasting variables Comparing and contrasting
Grouping and classifying Relating
Making hypothesis Analysing
Measuring and Relating
Using Numbers Comparing and contrasting Attributing
Relating
Making Inferences Relating Comparing and contrasting
Comparing and contrasting Generating ideas
Analysing Making hypothesis
Making Inferences Predicting
Synthesising

Predicting Relating Experimenting All thinking skills
Visualising Communication All thinking skills

Using Space-Time Sequencing

Relationship Prioritising

Interpreting data Comparing and contrasting
Analysing
Detecting bias
Making conclusions
Making Generalisations
Evaluating

12

KSSR SCIENCE YEAR 3

Teaching and Learning Based on Thinking Skills and Performance standards for science process skills in primary
Scientific Skills schools are elaborated to ease teachers to determine the
development of the mastered skills. The suggested science
This Science Curriculum emphasises on thoughtful learning based process standards from primary to secondary schools are as
on thinking skills and scientific skills. In this curriculum, the learning shown in Table 6.
standard is written by integrating acquisition of knowledge with
mastery of thinking skills and scientific skills. Thus in teaching and
learning, teachers need to integrate the mastery of skills together
with acquisition of knowledge and the inculcation of scientific
attitudes and noble values.

Implementation of SPS in science explicitly encompass intended
skills in the 21st century and indirectly encourages and develops
pupils' higher order thinking skills.

Science Process Skills Standards

Science process skills standards for each level of schooling are
general suggestions that must be achieved by pupils. Each
statement refers to the minimum standard that must be achieved
according to their level of schooling and operational cognitive
development. Science process skills at primary school level are
stated explicitly as learning standards that should be mastered as
a foundation before they further their studies at secondary level.

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KSSR SCIENCE YEAR 3

Table 6 : Science Process Skills Standards

NO SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
PROCESS SKILLS (YEAR 1 - 3) (YEAR 4 - 6) (FORM 1 - 3) (FORM 4 - 5)

1 Observing Use limbs and all the Use all the senses  Make accurate and  Make qualitative and

senses involved to involved to make relevant qualitative and quantitative observations

make observations qualitative observations quantitative to make generalisations

about the phenomena with the appropriate observations to identify based on a pattern or

or changes that tools to explain patterns or sequences sequence of an object or

occur. phenomena or changes of objects or phenomenon.

that occur. phenomena.  Present further findings

 Use complex equipment based on observations of

suitable for making objects or phenomena

observations analytically and

proficiently. specifically.

2 Classifying Collect/ isolate Compare/identify Compare/ identify Identify characteristics used
evidences/ data/ similarities and similarities and differences to differentiate, collect, select
objects/ phenomena differences based on to determine the criteria of and explain the object or
based on the categories given on selection to categorise phenomenon being studied in
observed common characteristics. evidences/ data/ objects/the further detail.
characteristics. phenomenon being studied.

3 Measuring and using Measure with the Measure with the  Measure with the  Demonstrate how

numbers correct tool and in the correct tool and in the correct tool and in the measurements are taken

correct standard unit. correct standard unit correct standard unit, using the correct tool,

using the right using the right correct standard unit,

technique. technique, and record in right technique and

a complete and record in a table

systematic way. systematically and

 Change the basic units completely.

correctly  Use more complex

 Use the correct derivative units in the

derivative units. right manner.

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KSSR SCIENCE YEAR 3

NO SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
PROCESS SKILLS (YEAR 1 - 3) (YEAR 4 - 6) (FORM 1 - 3) (FORM 4 - 5)
Give a reasonable Conclude the initial
4 Making inferences explanation for an conclusion for an Create more than one initial  Generate a variety of
observation. observation reasonably
using the information conclusion that are possibilities to explain
Describe a possible obtained.
outcome for an event reasonable for an event or complex situations
or data. Make a reasonable
assumption of an event observation using the  Explain the relationship
based on observations, information obtained. or pattern between
previous experiences or
data. observed variables using

measurements made for

an investigation.

5 Predicting Students can analyse  Students can analyse

trends/ flows/ simple trends/ flows/ simple

developments based on the developments based on

data obtained to predict the the data obtained to

future state of an object or predict the future state of

phenomenon. an object or

phenomenon.

 Prediction can be tested.

6 Communicating Record information or Record information or Able to present the results Able to present the results of
ideas in any form. ideas in a suitable form of an experiment or data an experiment or data
7 Using space-time and present the observed in various forms observed in various forms
relationships information or the ideas such as simple graphics, such as graphics, pictures or
systematically. pictures or tables. tables that are more complex
to show how the patterns are
Arrange occurrences of  Arrange occurrences of related.
a phenomenon or an a phenomenon or an
event in chronological event in chronological Use, analyse and interpret
order. order. numbers and numerical
relationships efficiently during
 Interpret and explain problem solving and
the meaning of conducting investigations.
mathematical
relationships.

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KSSR SCIENCE YEAR 3

NO SCIENCE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
PROCESS SKILLS (YEAR 1 - 3) (YEAR 4 - 6) (FORM 1 - 3) (FORM 4 - 5)
Give explanations rationally  Analyse data and
8 Interpreting data Select relevant ideas by making an intrapolation suggest improvements.
about objects, events or or an extrapolation of the  Identify and explain the
9 Defining patterns on the data to data collected. anomalies in the set of
operationally make an explanation. data obtained.
Describe the most Explain the interpretation
10 Controlling variables Describe an appropriate interpretation of made about the selection of
interpretation of what is a concept by stating what is instruments or methods on
11 Making hypothesis carried out and carried out and observed what is observed.
observed in a situation for a situation.
according to a particular Change the constant variable
aspect. Determine all variables i.e. to the manipulated variable
responding variable, and state the new responding
Determine the manipulated variable and variable.
responding and constant variable.
constant variable after Describe an expected result
the manipulated variable Form a relationship of the scientific investigation
is determined in an between the manipulated designed.
investigation. variable and responding
variable, to form a
Make a general hypothesis that can be
statement that can be tested.
tested, on the
relationship between the
variables in an
investigation.

12 Experimenting Conduct an experiment, Conduct an experiment, Create new problems and
collect data, interpret make a hypothesis, select design an experiment to test
the data and summarise appropriate apparatus, the new hypothesis of these
to prove the hypothesis design the method, collect problems.
and make a report. data, carry out analysis,
make a conclusion and
write a report.

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KSSR SCIENCE YEAR 3

Scientific Attitudes and Noble Values • Realising that science is a mean to understand nature;
• Appreciating and practising clean and healthy living; and
Positive attitudes and values can be nurtured in pupils through the • Being thankful to God.
science learning experience. Positive attitudes and values are as
the following: In general, scientific attitudes and noble values are inculcated
through the following stages:
• Having interest and curiosity towards the environment;
• Being honest and accurate in recording and validating data;  Understanding and being aware of the importance and
• Being diligent and persevere needs of scientific attitudes and noble values;
• Being responsible about the safety of themselves, others and
 Giving attention to attitudes and noble values; and
the environment;  Internalising and practising scientific attitudes and noble
• Having critical and analytical thinking;
• Being flexible and open-minded; values.
• Being kind-hearted and caring;
• Being objective; Proper planning is required to optimise the inculcation of scientific
• Being systematic and ethical; attitudes and noble values during science lessons. Before starting
• Being cooperative; a lesson, a teacher should go through all learning outcomes in the
• Being fair; related content standards (CS) including the learning standards
• Dare to try; (LS) which contain the inculcation of scientific attitudes and noble
• Thinking rationally; values.
• Being confident and independent;
• Good in time management;
• Appreciating the balance of nature;
• Being respectful and well-mannered;
• Appreciating the contribution of science and technology;

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KSSR SCIENCE YEAR 3

21st CENTURY SKILLS

PUPIL PROFILE DESCRIPTION

The KSSR also aims to produce pupils with 21st century skills, Thinker Able to think critically, creatively and
focusing on thinking and living skills as well as able to inculcate innovatively; solve complex problems and
noble values in their careers. 21st century skills aim to produce make ethical decisions. Think about learning
globally competitive pupils with the characteristics stated in the and about being learners themselves.
pupils’ profile as shown in Table 7. The 21st century skills among Generate questions and are receptive
pupils can be acquired by mastering the CS and LS. towards perspective, values and individual
traditions and society. Confident and creative
in handling new learning areas.

Table 7: Pupils’ Profile Teamwork Cooperate effectively and harmoniously with
PUPIL PROFILE others. Share collective responsibility while
DESCRIPTION respecting and appreciating the contributions
of each member in the team. Acquire
Resilient Able to face and overcome difficulties and interpersonal skills through collaborative
challenges with wisdom, confidence, activities, which in turn mould them into
tolerance and empathy. better leaders and team members.

Communicator Able to voice out and express their thoughts, Curious Develop natural curiosity to explore
ideas and information confidently and strategies and new ideas. Learn skills that
creatively in verbal and written form, using a are needed to carry out inquiry and research,
variety of media and technology. as well as display independent traits in
learning. Enjoy continuous life-long learning
experiences.

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KSSR SCIENCE YEAR 3

PUPIL PROFILE DESCRIPTION learning. These will stimulate structured and focused thinking
among pupils. Description of HOTS focuses on four levels of
thinking as shown in Table 8.

Principled Honest and have integrity, equality, fair and Table 8: Thinking levels in HOTS
Informative respect the dignity of individuals, group and
community. Responsible for their actions, THINGKING DESCRIPTION
consequences and decisions. LEVEL

Knowledgeable and form a wide Applying Using knowledge, skills and values to take
understanding which is balanced across actions in different situations.
various disciplines. Explore knowledge on
local and global issues effectively and
efficiently. Understand ethical issues/laws
related to the information gained.

Analysing Breaking down information into smaller parts
to enhance understanding and make
Caring/ Concern Show empathy, compassion and respect relationship between the parts.
towards needs and feelings of others.
Committed to serve the society and ensure
sustainability of nature.

Evaluating Using knowledge, experience, skills and
values to consider, make decisions and give
Patriotic Portray love, support and respect towards the justifications.
country.

Creating Producing creative and innovative ideas,
products or methods.

HIGHER ORDER THINKING SKILLS

Higher Order Thinking Skills (HOTS) are explicitly stated in the
curriculum to enable teachers to incorporate in teaching and

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HOTS are the abilities to apply knowledge, skills and values in KSSR SCIENCE YEAR 3
reasoning and reflecting to solve problems, make decisions and
innovate and the abilities to create something. HOTS include mind maps as well as high level questioning to encourage pupils to
critical thinking, creative thinking, reasoning and thinking strategy. think.

Critical thinking skills are the abilities to evaluate an idea logically TEACHING AND LEARNING STRATEGIES
and rationally to make a fair consideration using reasons and
reliable evidences. Teaching and learning (T&L) strategies in the Science curriculum
emphasise on thoughtful learning. Thoughtful learning is a process
Creative thinking skills are the abilities to produce or create of acquisition and mastery of knowledge and skills that will help
something new and valuable using genuine imagination and pupils to optimise development of their minds.
unconventional thinking.
Thoughtful learning can initiate various learning approaches such
Reasoning skills are the abilities of an individual to make as inquiry, constructivism, contextual learning and mastery
consideration and evaluation and rationally. learning. Activities in thoughtful learning should be able to initiate
critical and creative thinking among pupils which are not routines.
Thinking strategies are ways of thinking that are structured and Pupils should be aware of the thinking skills and thinking strategies
focused to solve problems. explicitly that are being applied in their learning.

HOTS can be applied in the classroom through activities such as T&L should be planned holistically using various strategies to
reasoning, inquiry learning, problem solving and projects. Teachers achieve several LS depending on suitability and learning needs, in
and pupils need to use thinking tools such as thinking maps and accordance with pupils’ abilities and learning styles. A teacher
should go through all LS and performance standards in the related
cluster before starting a lesson.

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Teachers are encouraged to plan activities by carrying out KSSR SCIENCE YEAR 3
investigations and experiments to generate ideas critically,
creatively and innovatively using technologies as a medium to the main concepts and principles of Science are investigated and
achieve LS effectively. Pupils-centred teaching and learning discovered by pupils themselves.
requires active involvement of pupils which integrates the
acquisition of knowledge, mastery of skills, inculcation of noble Pupils are able to investigate a phenomenon and make
values and scientific attitudes to enhance their understanding. conclusions by themselves through activities such as experiments.
Pupils are guided to understand the science concepts through
Pupils should be challenged with higher order questions or inquiry approach. Thinking and scientific skills are developed
problems and be required to solve problems critically and during the inquiry process. However, the inquiry-discovery
creatively. approach may not be suitable for all teaching and learning
Science curriculum should be able to nurture and strengthen situations.
patriotism elements among pupils. For instance, pupils will learn
the diversity and uniqueness of country’s natural resources and Constructivism
increase their love for the country in the topic on preservation and
conservation of ecosystem. Constructivism is an ideology that suggests pupils learn by building
their own understanding that is meaningful to them. The important
Inquiry Approach attributes of constructivism are:

Inquiry approach emphasises on learning through experiences.  Teachers consider pupils’ prior knowledge.
Generally, inquiry means to find information, to question and to  Learning is the result of pupils’ own effort.
investigate a phenomenon around them. Discovery is the main  Learning occurs when pupils restructure their existing ideas
characteristic of inquiry. Learning through discovery occurs when
by relating new ideas to old ones.
 Pupils have opportunities to cooperate, share ideas,

experiences and reflect on their learning.

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KSSR SCIENCE YEAR 3

Contextual Learning

Contextual learning is an approach that associates learning with
pupils’ daily life. In this context, pupils do not only learn theoretically
but learn to appreciate the relevance of science in their lives. This
approach is used where pupils learn by investigating as in the
inquiry-discovery approach.

Mastery learning Figure 4: STEM Teaching and Learning Approach
Mastery learning is an approach that ensures all pupils to master
the intended learning objectives. This approach is based on the STEM teaching and learning which is contextual and authentic is
principle that pupils are able to learn if opportunities are given. able to encourage in-depth learning among pupils. Pupils can work
Pupils should be allowed to learn at their own pace, with the in groups or individually according to their ability to cultivate the
incorporation of remedial and enrichment activities as part of the STEM practices,as follows:
teaching-learning process.
1. Questioning and identifying problems,
STEM (Science, Technology, Engineering and 2. Developing and using models,
Mathematics) Approach 3. Planning and carrying out investigations,

STEM approach is the T&L method which applies integrated
knowledge, skills and values of STEM through inquiry, problem
solving or project in the context of daily life, environmental and local
as well as global community, as shown in Figure 4.

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KSSR SCIENCE YEAR 3

4. Analyzing and interpreting data, approach must be used while conducting scientific
5. Using mathematical thinking and computational thinking, investigations/experiments. Science laboratory/science room is
6. Developing explanation and designing solutions, necessary for all scientific investigation/experiment. In general,
7. Engaging in argument and discussions based on evidences, Figure 5 shows the procedure when conducting scientific
investigations/experiments.
and
8. Acquiring information, evaluating and communicating about In the implementation of Science curriculum, pupils should be given
the opportunities to design their own experiments besides being
the information. guided to carry them out. This involves drafting their own
experimental method, identifying the data that can be measured,
Various teaching and learning methods can increase pupils' analysing data and presenting the results of their experiments.
interest in science. The less interesting lessons will not motivate
pupils to learn, thus affecting their performance. The teaching and
learning method should be based on the contents of the curriculum,
pupils’ abilities and multiple intelligences, availability of resources
and infrastructure.

The following are brief descriptions of some T&L methods.

Scientific Investigation/Experiment

Scientific investigation/experiment is a method commonly used in
science lessons. Pupils test hypothesis through investigations to
discover specific science concepts and principles scientifically.
They carry out scientific investigations/experiments using thinking
skills, science process skills, and manipulative skills. Inquiry

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Identify problems that can be tested using KSSR SCIENCE YEAR 3
scientific investigation
Simulation
Make hypothesis
Simulation is an activity that resembles the actual situation.
Plan how variables are manipulated and data are Simulations can be carried out through role-play, games or use of
collected models. In role-play, pupils act out a particular role spontaneously
based on a certain pre-determined conditions. When conducting
Plan and carry out the scientific investigation games, pupils are required to follow certain procedures. Pupils play
games in order to learn a particular principle or to understand the
Present the collected data process of decision-making. Models are used to represent real
objects or situations. Pupils will be able to visualise the real
Interpret data and results with scientific situation, thus understanding the concepts and principles learned.
reasoning
Project-based Learning
Make decision and presenting the report
An activity carried out by pupils to achieve a certain aim based on
Figure 5: Steps in Carrying Out Scientific Investigations/ collaborative learning. A project takes a long time and exceeds
Experiments formal teaching hours to be completed. The outcome of the project
such as reports, artefacts and scrapbooks needs to be presented.
Project work encourages the development of communication skills,
problem solving, time management and application of knowledge.

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Visits and Use of External Resources KSSR SCIENCE YEAR 3

Learning science is not only restricted in school. Visits to zoos, ELEMENTS ACROSS THE CURRICULUM
museums, science centres, research institutes, mangrove swamps
and factories can make learning more effective, enjoyable and Elements Across the Curriculum (EMK) is a value-added element
meaningful. A well planned visit is required to optimise learning. applied in the teaching and learning process other than those
specified in the content standard. These elements are applied to
Pupils have to carry out or perform tasks during the visit. strengthen the skills and competency of the intended human
Discussion after the visit should be held. capital, capable of dealing with the current and future challenges.
The elements in the EMK are as follows:
Application of Technology
1. Language
Technology is a highly potential tool to enhance interest in learning  The use of proper language of instruction should be
science. The use of technology such as the television, radio, video, emphasized in all subjects.
computer and internet makes the teaching and learning of science  During the teaching and learning of each subject, the
more interesting and effective. Technology eases teaching and pronunciation aspect, sentence structure, grammar and the
learning of abstract or difficult science concepts. Application terminology of the language need to be emphasized to
software such as word processors, graphic presentation software assist pupils to organise ideas as well as communicate
and electronic spreadsheets are valuable tools to analyse and effectively.
present data. The use of other technologies such as data loggers
and computerised interface in experiments and projects can assist 2. Environmental Sustainability Awareness
teaching and learning science effectively.  Awareness towards the love for the environment in the
pupils’ lives needs to be nurtured through the teaching and
learning process in all subjects.

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KSSR SCIENCE YEAR 3

 Knowledge and awareness of the importance of the manipulative skills);
environment and global sustainability is important to shape iii. Scientific attitudes (such as accuracy, honesty,
pupils’ ethics in appreciating nature.
security); and
3. Noble Values iv. The use of technology in classrooms.
 Noble values are emphasised in all subjects to ensure that
pupils are aware of its importance and practise them. 5. Patriotism
 Noble values include the aspects of spirituality, humanity  Patriotism can be nurtured through all subjects, co-
and national and global citizenship which will be practiced curricular activities and community services.
in pupils’ daily life.  Patriotism can produce pupils who have the spirit of
patriotism and pride as Malaysians.
4. Science and Technology
 The increase of interest in science and technology will help 6. Creativity and Innovation
to improve scientific and technological literacy among  Creativity is the ability to use imagination in gathering,
pupils. extracting and generating ideas, or creating something new
 The use of technology in teaching can help and contribute or authentic using a combination existing ideas.
to efficient and effective learning.  Innovation is the application of creativity through the
 The integration of science and technology in the teaching modification, rectification and practice of ideas.
and learning process covers four areas, namely:  Creativity and innovation are always inter-connected.
i. The knowledge of science and technology (facts, Therefore, there is a need to ensure that human capital
principles, concepts related to science and development is able to meet the challenges of the 21st
technology); century.
ii. Scientific skills (process of thought and specific  Elements of creativity and innovation should be integrated
in the teaching and learning.

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7. Entrepreneurship KSSR SCIENCE YEAR 3
 The incorporation of entrepreneurship elements aims to
develop attributes and entrepreneurial habits that will 9. Global Sustainability
become a culture among the pupils.  The element Elements of Global Sustainability aims to
 Entrepreneurial attributes can be ingrained in teaching and develop pupils with sustainable thinking highly responsive
learning through activities that could foster attitudes such as attitude to the environment in their daily lives with the
diligence, honesty, trustworthiness and responsibility as application of knowledge, skills, and values acquired
well as developing creative minds and innovative ideas to through the elements of the Sustainable Consumption and
spur the market. Production, Global Citizenship and Solidarity.
 Elements of Global Sustainability is important in preparing
8. Information and Communication Technology Skills (ICT) pupils to face challenges and current issues at the local,
 Information and communication technology elements are national and global levels.
incorporated in the lessons to ensure pupils are able to  These elements are taught directly and indirectly in related
apply and strengthen their basic knowledge and skills in subjects.
ICT.
 The application of ICT in the lesson does not only motivate 10. Financial education
pupils to be creative but stimulates interesting and fun  Application of financial education elements aims at shaping
teaching and learning as well as improve the quality of the future generation that is capable of making right
learning. financial decisions, ethical practice and financial
 ICT should be integrated in the lessons based on management skills to manage the financial affairs
appropriate topics to be taught to further enhance pupils’ responsibly.
understanding of the subject content.  The Elements of financial education can be applied in
teaching and learning directly or indirectly. Direct
application is done through the titles that contain explicit
financial elements such as the calculation of simple interest

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KSSR SCIENCE YEAR 3

and compound interest. Indirect application is integrated and report pupils’ performance level of the subject taught based on
through other titles across the curriculum. Exposure to the Standard Curriculum and Assessment Document (DSKP).
financial management in real life is important to provide
pupils with the knowledge, skills and values that can be The main purpose of formative assessment is to monitor the pupil’s
applied effectively and meaningfully. learning. Therefore, it is important for teachers to design a valid,
reliable and authentic assessment instruments. Information
SCHOOL ASSESSMENT gathered through formative assessment should assist teachers to
determine pupil’s strengths and weaknesses in achieving the
School Assessment is a part of assessment approach which is a content standard for a subject and not to compare the achievement
process that is planned, executed and reported by the teacher to of one pupil to another. It should assist teachers in adapting
gather information on pupils’ development. This is an ongoing teaching and learning based on the needs of their pupils.
process implemented by the teacher formally and informally to
determine pupils’ performance level. School assessment should be A comprehensive assessment should be well planned and carried
executed holistically based on inclusive, authentic and localised out continuously as part of the activities in classrooms. Teachers’
principles. School Assessment provides valuable feedback to effort in implementing a holistic assessment assists to improve
administrators, teachers, parents and pupils to plan further actions pupils’ weaknesses, forming a conducive and balanced learning
towards increasing the pupils’ learning development. ecosystem.

School assessment can be executed by the teacher formatively Summative assessment is to evaluate pupils’ learning based on
and summatively. Formative assessment is carried out during several content standards of a subject in a period of time.
teaching and learning process while summative assessment is
carried out at the end of a lesson unit, term, semester or year. In order to ensure the assessment could assist pupils to increase
Teacher needs to plan, construct items, administer, check, record their potentials and performances, teachers should use
assessment strategies that have these following characteristics:

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KSSR SCIENCE YEAR 3

• various forms judgement to determine pupils’ performance level. Performance
• fair to all pupils level of pupils is divided into six levels as shown in Table 9.
• consider various cognitive levels
• enable pupils to exhibit a variety of learning abilities Table 9: General Statement to Interpret the Performance Level
• consider the knowledge and skills learnt by pupils and assess
of Knowledge and Skills for Science Subject
the level of their understanding.
PERFORMANCE DESCRIPTOR
Assessment of Content Standards for each cluster is carried out LEVEL
using the Performance Standard as the teacher’s reference to
determine pupils' achievement in mastering a particular Content Recall the basic knowledge and skills in
Standard. Performance Standards are hierarchically arranged from 1 Science.
Level 1 to Level 6 representing the lowest to the highest standards
of achievement. Pupils’ achievement must be recorded in the Understand the science knowledge and
assessment form. 2 skills as well as explain their understanding.

Science Performance Standards for Primary School Apply science knowledge and skills to
3 perform simple tasks.
School assessment for science is executed based on three main
domains which are knowledge, skills and values. Knowledge Analyse science knowledge and skills in
assessment of a certain theme includes the integration of science 4 the context of problem solving.
process skills, aimed to get information on the level of pupils’
understanding in a specific content standard holistically. Evaluate the science knowledge and skills
Assessment of science process skills can be carried out throughout 5 in the context of problem solving and
the year. Hence, it is important for teachers to use their professional
making decision to perform a task.

Inventing using science knowledge and
skills in the context of problem solving
6 and making decision or in performing the
tasks in a new situation creatively and
innovatively.

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KSSR SCIENCE YEAR 3

Scientific attitudes and noble values are also assessed throughout Overall Performance Level
the year to give opportunities for the pupils to achieve a higher
performance level, thus become a practice and culture in daily life. The overall performance level must be determined in order to
Assessment of scientific attitudes and noble values for primary provide a value to the pupils’ performance levels at the end of the
school Science are carried out by referring to Table 10. primary schooling. The overall performance level includes the
content, scientific skills, scientific attitudes and noble values.
Table 10: Interpretation of Performance Levels for Scientific Therefore, teachers should assess pupils collectively and
Attitude and Noble Values holistically on all aspects of the pupils’ learning process on an
ongoing basis through various methods such as their achievement
PERFORMANCE DESCRIPTOR in topical tests, observations, exercises, presentations, pupils’
LEVEL verbal responses, group projects etc. Teachers use their
professional judgement through their experience with pupils, their
1 Interest wisdom and discussions with colleagues in order to provide a value
of their pupils’ overall performance levels by referring to Table 11.
2 Interest and curiosity

3 Interest, curiosity, honesty and accuracy in
recording data

4 Interest, curiosity, honesty and accuracy in
recording data, willing to try and systematic

Interest, curiosity, honesty and accuracy in Table 11: Description of Overall Performance Level
5 recording data, willing to try, systematic,
PERFORMANCE DESCRIPTOR
cooperation, diligence and perseverance in LEVEL
completing task
1 Recall the basic knowledge and skills in
Interest, curiosity, honesty and accuracy in Science, and show interest.
recording data, willing to try, systematic,
6 cooperation, diligence and perseverance in Understand the science knowledge and
completing task, courtesy and 2 skills, as well as explain their
responsibility for oneself, peers and
environment. understanding and show curiosity.

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KSSR SCIENCE YEAR 3

PERFORMANCE DESCRIPTOR This curriculum consists of three main columns which are Content
LEVEL Standards (CS), Learning Standards (LS) and Performance
Standards (PS). The meaning of CS, LS and PS are in Table 12.
Apply science knowledge and skills to
3 perform simple tasks honestly and record

data accurately.

Table 12: Organisation of the DSKP

Analyse science knowledge and skills in CONTENT LEARNING PERFORMANCE
4 the context of problem solving STANDARD STANDARD STANDARD

systematically and willing to try.

Evaluate the science knowledge and skills Specific statements A predetermined A set of general
5 in the context of problem solving and about what pupils criteria or indicator criteria which
should know and of the quality in reflects the levels
making decision to perform a task can do during the learning and of pupils’
cooperatively, diligently and persistently. schooling period achievement that achievement that
encompassing the can be measured they should display
Inventing using science knowledge and knowledge, skills for each content as a sign that
skills in the context of problem solving and values. standard. certain topic has
and making decision or in performing been mastered by
6 tasks in a new situation creatively and pupils.
innovatively, and be responsible to
oneself, peers and environment with a
high integrity.

CONTENT ORGANISATION There is a column for notes in the DSKP. This column consists
suggested localised activities and notes as guidance. Additional
KSSR Science emphasises on the mastery of knowledge, skills activities also can be carried out according to creativity and needs
and values that are suitable to the pupils’ abilities. Implimentation to achieve the Learning Standards.
science curriculum is based on present effective circular (SPI) The
minimum time allocated for Science Level I is 48 hours per year.

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KSSR SCIENCE YEAR 3

KSSR Science for Year 1 to Year 6 are arranged thematically in the THEME SCOPE
learning field of Inquiry in Science, Life Science, Physical Science, Life Science
Material Science, Earth and Space, and Technology and Living and non-living things
Sustainability of Life.
Human: basic need of living things,
The scope for Level I science process skills focuses on six skills senses, reproduction and growth, teeth,
i.e. observing, classifying, measuring and using numbers, making food classes, digestion.
inferences, predicting and communicating. Science process skills
can be inculcated using the knowledge content in the learning Animals: parts of body, reproduction
standards or independently. It should be repeated throughout the and growth, eating habits.
year to provide opportunities to pupils to improve and enhance
mastery of the intended skills. The scope of knowledge for Level I Plants: parts of plants, growth and
is shown in Table 13. reproduction.

Physical Science Magnets, bright and dark, electrical
circuits, area and volume
measurements, object or materials
which are more or less dense than
water.

Table 13: Content of KSSR Science Level I Ability of materials to absorb water,
mixture, acid and alkaline.
Materials Science

THEME SCOPE

Inquiry in Science Science process skills, manipulative Earth and Space Surfaces of the Earth, soils, water, air,
skills and rules of the science room solar system.

Technology and Construction of basic shape block, built

Sustainability of Life up set, pulley.

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KSSR SCIENCE YEAR 3

THEME

INQUIRY IN SCIENCE

TOPIC

1.0 SCIENTIFIC SKILLS
2.0 SCIENCE ROOM RULES

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KSSR SCIENCE YEAR 3

1.0 SCIENTIFIC SKILLS

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE NOTES
LEVEL
DESCRIPTOR

1.1 Science Pupils are able to: 1 State all the senses involved Suggested activities:
Process Skills 1.1.1 Observe to make observations of Carry out activities that
phenomenon or changes can lead to acquiring
that occur. skills such as:

2 Describe the use of all the (i) Observe video about
senses involved to make food digestion.
observations of
phenomenon or changes (ii) Observe objects that
that occur. float or objects that
sink.

Use all the senses involved

3 to make observations of
phenomenon or changes

that occur.

Use all the senses involved
and tools if necesesary to
make qualitative
4 observations to explain
phenomenon or changes
that occur.

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KSSR SCIENCE YEAR 3

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE NOTES
LEVEL
DESCRIPTOR

Use all the senses involved
and tools if necesesary to
make qualitative and
5 quantitative observations to
explain phenomenon or
changes that occur.

Use all the senses involved

and tools if necesesary to

make qualitative and

6 quantitative observations
systematically to explain

phenomenon or changes

that occur.

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KSSR SCIENCE YEAR 3

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR NOTES
Pupils are able to: LEVEL
1.1.2 Classify 1 State the characteristics of Suggested activities:
objects or phenomenon. Carry out activities that
2 Describe the characteristics of can lead to acquiring
objects or phenomenon by skills such as:
stating the similarities and (i) Classify animals
differences.
based on eating
Separate and group objects or habits.
(ii) Classify plants
3 phenomenon based on based on the ways
common and different plants reproduce.

characteristics.

Separate and group objects or

phenomenon based on

4 common and different
characteristics as well as state

the common characteristics

used.

Separate and group objects or

phenomenon based on

common and different

5 characteristics as well as state
the common characteristics

used; and use other

characteristics to separate

and group.

Separate and group objects or

phenomenon based on

6 common and different
characteristics until the final

stage by stating the

characterisctics used.

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KSSR SCIENCE YEAR 3

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE NOTES
LEVEL
DESCRIPTOR

Pupils are able to: 1 Choose appropriate tools to Suggested activities:
1.1.3 Measure and use numbers measure a quantity. Carry out activities that

can lead to acquiring

skills such as:

Describe the use of tools and (i) Measure time for

2 appropriate ways to measure an activity.

a quantity. (ii) Measure length of a

book, pencil and

Measure by using appropriate other objects.

3 tools and standard unit with

correct techniques.

Measure by using appropriate

4 tools and standard unit with
correct technique as well as

record it in a table.

Make justification on
5 appropriate tools and standard

units used in the activity.

Demonstrate the way to

measure by using tools and

6 standard units with correct
techniques, as well as record

it systematically, creatively

and innovatively in a table.

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KSSR SCIENCE YEAR 3

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE NOTES
LEVEL
Pupils are able to: DESCRIPTOR
1.1.4 Make inference
1 State the observation for a Suggested activities:
given situation. Carry out activities

that can lead to

acquiring skills such

as:

2 State an explanation for (i) Making inference
observation. about objects that

float and objects

that sink.

State more than one (ii) Making inference

3 explanation for the same about animal

observation. groupings based

on eating habits.

Select the most reasonable

4 explanation for an
observation using the

information obtained.

Make an initial conclusion
which is reasonable based
5 on selected explanation
using the information
obtained.

Support initial conclusion

6 made using other
information or other

observation.

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