Science and Technology Standard Three

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Science
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and Technology
Standard Three
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Pupil’s Book
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Tanzania Institute of Education
Science and Technology 3.indd 1 30/07/2021 15:27

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© Tanzania Institute DO NOT DUPLICATE
of Education, 2019
Published 2019
Reprinted 2021
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ISBN 978 - 9987 - 09 - 018 - 1
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P.O. Box 35094
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Dar es Salaam-Tanzania
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Mobile numbers: +255 735 041 170 / +255 735 041 168
E-mail: director.general@tie.go.tz
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Website: www.tie.go.tz
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All rights reserved. This book may not be reproduced, stored

in any retrieval system or transmitted in any form or by any
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means, electronic, mechanical, photocopying, recording or

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otherwise without prior written permission of the Tanzania

Institute of Education.
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DO NOTof
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contents
Acknowledgements......................................................... iv
Introduction .................................................................... v
Chapter One
Environment........................................................................ 1
Chapter Two
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Energy................................................................................. 16
Chapter Three
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Matter................................................................................. 33
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Chapter Four
Communication................................................................... 41
Chapter Five SE
Tools for simplifying work................................................... 51
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Chapter Six
Measurements..................................................................... 57
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Chapter Seven
Personal hygiene................................................................. 66
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Chapter Eight
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First aid............................................................................... 74
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Chapter Nine
A balanced diet................................................................... 80
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Chapter Ten
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HIV and AIDS...................................................................... 84

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Chapter Eleven
The human digestive system............................................... 88
Revision exercise ............................................................ 92
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Acknowledgements
The Tanzania Institute of Education (TIE) would like to
acknowledge the contributions of all the individuals and
organisations who participated in the design and development
of this book.
Writers: Dr Yusufu Selemani, Dr Godson Lema,
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Mr Edson Gabagambi, Ms Phorosia R.
Makhanda and Ms Marietha M. Belege
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Editors: Prof Harish Pratap, Mr Joseph Ngaponda
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and Dr Mohamed Mazunga
Designer: Mr Amani Kweka
Illustrators:

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Mr Fikiri Msimbe in cooperation with
Alama Art and Media Production Co. Ltd.
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Coordinator: Mr Godliving T. Nnko
TIE also extends its sincere gratitude to the teachers and

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pupils in the primary schools that participated in the trial

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of the manuscript.
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Finally, the Institute would like to thank the Ministry of

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Education, Science and Technology for facilitating the

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process of writing this book.

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Dr Aneth A. Komba
Director General
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DO Introduction
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This is the first book in a series of five books for Science and
Technology for primary schools. The book aims at developing
pupil’s competence in observation, innovation, investigation,
creativity, and application of scientific and technological
information. It consists of eleven chapters which are prepared
to meet the syllabus requirements. These chapters comprise
Environment, Energy, Matter, Communication, Tools for
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simplifying work, Measurements, Personal hygiene, First aid, A
balanced diet, HIV and AIDS as well as The human digestive
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system.
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The textbook uses passages, conversations, pictures and
practical activities to help the pupil in developing competencies
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in observation, innovation, investigation, creativity and
application of scientific and technological information. You are
required to follow all components to learn and develop the
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expected competencies.
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Chapter One
Environment
In this chapter, you will learn how to explore the environment.You
will also identify living and non-living things in the environment.
Environment is everything that surrounds us such as soil,
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plants, buildings, animals, air and water.
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Figure 1 The environment

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Exploring the environment

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We identify things in the environment using parts of the body.

These parts include eyes, nose, ears, tongue and skin. The
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eyes are used to see and identify things. The nose is used to
detect good or bad smells. The ears are used for hearing and
differentiating sounds. These sounds arise from different things
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DO and
such as cars, aeroplanes NOTmusic.
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The skin helps us to touch
and feel things. The skin can detect hot, cold, hard, soft and
rough objects when we touch them. The skin can also sense heat
when we get closer to hot objects. It also senses cold when we
stand next to cold things. The tongue is used to taste different
foods, fruits and drinks. The eyes, tongue, ears, nose and skin
are sense organs.
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We should be careful when exploring things in the environment.
Some things are poisonous, itchy, hot, stinky and sharp. You
should not taste anything that you do not know.
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Exercise 1
Answer the following questions.
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1. The part of the body used to smell is called ______.
2. The part of the body used to hear different sounds is
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called ______.
3. The part of the body used to sense heat or cold is
called ______.
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4. What is an environment?
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5. Which part of the body is used to identify different

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colours of things?
6. Mention five things which are found in your school
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environment.
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7. Which part of the body is used to taste honey?

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Living and non-living things

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Living things are things that have life. Living things can breathe,
eat, grow, move, reproduce and die.
Non-living things are things which have no life.

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Activity 1 DO NOT DUPLICATE
Explore the school environment.

Mention living and non-living things you have seen, touched
and heard.
Look at the following pictures and answer the questions after

them.
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1. 2.
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3. 4.
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5.
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Figure 2 Living and non-living things

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The pictures in Figure 2 show a cow grazing on grass, a mango

tree, a table with pieces of bread on a plate, and a thermos.
They also show a pencil and a ball.
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Question
Mention the living and non-living things found in Figure 2.

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Exercise 2
Answer the following question.

Mention five living things and five non-living things.
Living things Non-living things
1. _________________ 1. _________________
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2. _________________ 2. _________________
3. _________________ 3. _________________
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4. _________________ 4. _________________
5. _________________ 5. _________________
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Characteristics of living things SE
Activity 2
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To observe the difference between a grasshopper, a cockroach
and a stone in a bottle.
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Materials
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Three bottles with small holes, a stone, live specimens of

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a grasshopper and a cockroach

Procedure
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(i) Put the cockroach, the grasshopper and the stone each
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in its own bottle with holes.

(ii) Close the lids of all the bottles.
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(iii) Put all the bottles on the table.

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(iv) Observe carefully the difference you see.

(v) Write what you observed.

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In the bottle, theDO NOT DUPLICATE
grasshopper will be seen jumping. The
cockroach will be seen crawling. Jumping and crawling are
types of movement. Movement helps them to get their basic
needs like food or safety from enemies. Small holes in the
bottles help the grasshopper and the cockroach to get air.
Without food and air they would die.
Characteristics of living things
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All living things breathe, reproduce, grow and die. They also
move, feed and excrete. These characteristics are briefly described
below.
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Breathing
Breathing is the process of taking air into and out of the lungs.
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Lack of fresh air causes organisms to die.
Reproducing
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Living organisms increase in number through reproduction.
Living things produce young beings which are similar to them.
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For example, a human being gives birth to a baby while a cow

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reproduces a calf. Plants reproduce seeds from which young

plants grow.
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Figure 3 Reproduction in animals

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Growing DO NOT DUPLICATE
Living organisms grow to different heights and sizes. If you
sow a seed, after some time, it will grow into a seedling and
later into a mature plant.
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Figure 4 Growth stages of plants
Human beings, like other animals, increase in height and

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mass. They pass through different stages of development. The
stages are infancy, childhood, teenage, adulthood and late
adulthood(elderly).
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Figure 5 Stages of human development

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Movement DO NOT DUPLICATE
Living organisms move. Animals move from one point to
another. For example, grasshoppers jump and snakes slither
from one place to another.
Plants move through the growth process. Leaves and branches
move by growing towards light. Roots move downward and
sideways to absorb water.
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Feeding
Living organisms need food. Animals eat plants and other
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animals. For example, goats eat plants. Plants make their own
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food.
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Figure 6 A goat grazing on grass

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Excretion
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Living organisms remove waste products from their bodies.

The removal of waste products from the body is known as
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excretion. Examples of waste products are urine, sweat and

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carbon dioxide.
Waste products are harmful to the body. They must be removed
to enable living things to be healthy.
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Exercise 3
Answer the following question.

Indicate whether the things are living or non-living things.
Put a tick ( ) in the appropriate column.
Living things and non-living things Living things Non-living things
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Stone
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Tree
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Table SE
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Book
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Ant
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Cow
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Car
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Fish

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Valuing living things
Living things need to be protected and kept in a safe
environment. They also need sufficient food. Hence, it is
necessary to protect the environment. Doing so allows living
things to reproduce, grow and live safely.
Exercise 4
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Study the following picture and answer the questions that
follow.
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Figure 7 Activities for protecting environment
Questions
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1. From Figure 7, identify two ways used to protect the

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environment.
2. Mention two other ways of valuing animals and plants.

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Taking DO NOT
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safety measures
Dangerous living things
In the environment, some living things are dangerous. This type
can harm or kill human beings or other animals. Examples of
dangerous organisms are snakes, scorpions, bees, street dogs,
lions and hyenas.
Do not therefore, play in bushes because snakes and others
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can harm you. Do not disturb dangerous animals like street
dogs. Also, keep the environment clean and safe.
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Figure 8 Dangerous living things

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Dangerous non-living things

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Some of the non-living things in our environment are dangerous.

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These things can cause pain, injury or harm to a human being

and other animals. Examples of dangerous non-living things
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are needles, knives, broken glasses, rusted nails and tins.

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Figure 9 Dangerous non-living things
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Therefore, be careful NOTyou
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use needles and knives in daily
activities. Also, make sure broken glasses, rusted tins and nails
are disposed of properly. Ensure your environment is safe and
clean.
Read the following story and then answer the

questions that follow.
Daima and Dinia are pupils at Kilimahewa Primary School. One
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day, they talked to their teacher while they were cleaning the
school environment. The teacher told them the environment
had dangerous living and non-living things. What follows is a
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dialogue between the teacher, Daima and Dinia.
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Teacher Have you ever seen dangerous things?
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Daima Yes, teacher. I have seen some dangerous things in
our environment.
Teacher Good Daima! What are they?
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Daima I have seen a knife, a razor blade, a needle and fire.
Teacher Which one has hurt you?
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Daima The knife cut my finger when I was cutting an

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orange.
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Figure 10 A child has cut himself while cutting an orange.
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Teacher Sorry Daima. DUPLICATE
A knife is dangerous, but it is very
useful. It is used for peeling fruits and cutting various
things.
Daima Thank you, teacher. When I was with Dinia, our
guardian showed us how to hold and use knives
carefully.
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Figure 11 Holding a knife carefully

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Teacher Very good, Dinia. You have been listening to us for

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a while. Can you explain to me what your guardian

told you?
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Dinia Yes, I can. He told me that whenever I give someone

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a knife, both of us must hold it by the handle.

Teacher Alright Dinia. Have you ever been hurt by anything
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dangerous?
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Dinia Yes, teacher. I was stung by bees.

Teacher
Bees are dangerous organisms. We should not
disturb them.
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Figure 12 Children being chased by bees
Dinia Okay, teacher. Also, one day mosquitoes bit me. I

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suffered from malaria after that.
Teacher Oooh, I am very sorry! Mosquitoes are dangerous too.
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Other dangerous organisms include lions, scorpions,

snakes, spiders and centipedes. Be careful while you
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are exploring the environment. You should not play

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in shrubs and rubbish pits because they are not safe

places.
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Questions
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1. Mention two dangerous organisms that hurt Dinia.

2. Why did Dinia suffer from malaria?
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3. hy did the teacher advise Dinia and Daima not to

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play in rubbish pits?
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Exercise 5
A: Fill in the blanks.

1. We use ________ to identify the sound of drums.
2. Living things that move by flying are ________
and ________ .
3. List two examples of living organisms which can swing.
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(a) ________
(b) ________
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4. Examples of living things that move by crawling are
________ and ________ .
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B: Answer the following questions.
1.
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Mention 3 dangerous non-living things that you know.
2. What happens if a living thing is placed in a room
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without fresh air?
3. Explain why living things move.
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4. What precautions should be taken in using sharp objects?

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5. Mention the characteristics of living things.

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6. Explain how you can protect living things.

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C. Choose the correct answer to complete each

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sentence.
1. Living things will ________ if they do not get air.
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(a) live (b) die (c) grow

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2. Which of the following is the most poisonous insect?

(a) Butterfly (b) Cockroach (c) Bee
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3. An organism that spreads malaria is called ________.
(a) mosquito (b) housefly (c) flea
4. Living things increase in number by ________.
(a) hiding (b) reproducing (c) playing
Ask yourself
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Why should we be careful when exploring the environment?
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Vocabulary
Danger the possibility that someone may
Explore
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be harmed or killed
to search through or to study closely
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Grazing to feed on growing grass
Human development the process of growth and change
that takes place between birth and
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maturity
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Investigation a way of finding out information or

experimentation
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Living organism anything that is living

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Locomote move or displace from one point or

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place to another
Reproduce to produce babies, eggs and seeds
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Slither to move smoothly, quietly, or

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secretely, like a snake

Specimen a real organism to observe or
experiment on
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Chapter Two
Energy
In Chapter One, you learned about exploration of the environment.
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In our environment, there are different objects which produce
energy. Energy is the ability to do work. Energy is obtained
from objects such as a whistle, a stove and a torch. Such objects
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produce various forms of energy. In this chapter, you will learn
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about three forms of energy. These are sound energy, heat
energy and light energy. You will also learn how these types
of energy are used in daily life. SE
Sound energy
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Sound energy is the energy produced by vibrating sound waves.
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There are two sources of sound.

1. Natural sources of sound
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2. Man-made sources of sound

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Natural sources of sound are animals, wind, streams and

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volcanoes.
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Man-made sources of sound are also called artificial sources

of sound. Artificial sources of sound are airplanes, helicopters,
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trains, explosions, factories and home appliances such as

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vacuum cleaners and fans.
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Look at the following DUPLICATE
pictures and then read the description
that follows.
a b
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Figure 1 Activities producing sound energy

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Sound is a form of energy produced from vibrations of various

things. It is a means of communication. Sound spreads from its
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source to all directions. Playing a drum, a whistle or a guitar

produces sound. When people talk to each other, they produce
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sound. Also, when a hen is calling its chicks, it produces sound.

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Some of the sources of sound energy include a flute, a piano,

a trumpet, a whistle, a drum, a guitar and a bell. We hear
sounds through our ears.
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Activity 1 To investigate DUPLICATE
how sound travels in the air
Materials a bell and a piece of iron
Procedure
(i) Observe when the school bell rings.
(ii) From which direction are the pupils coming to the
assembly point?
(iii) To which direction do the sound waves go?
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(iv) Write down what you observe and hear.
When the bell rings, sound waves spread in all directions.
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Pupils hear the sound and assemble from all directions. The
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sound travels by spreading in air through waves.
Uses of sound energy

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1. For communication as in talking, calling and crying.
2. For entertainment such as listening to music.
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3. For alarm or alert such as ambulance, police, fire and
horns.
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4. Used by bats to navigate and find food.

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Reflection of sound
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Sound bounces back when it meets an obstacle or a solid

body. This is a reflection of sound. A solid body can be a wall
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or a rock. A reflected sound is called an echo.

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Activity 2 To produce an echo

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Material Empty room

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Procedure
(i) Get into an empty room and shout “hello”.
(ii) What do you hear?
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When you shout DO NOTinDUPLICATE
“hello” an empty room, the sound is
reflected. In a few seconds, you hear the word “hello” again.
This is an echo.
Activity 3 To investigate whether sound travels in water
Materials Basin, water and a small stone
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Procedure
(i) Fill the basin with water.
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(ii) Wait for the water to settle.
(iii) Drop a small stone in the basin.
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(iv) What do you hear?
(v) Write all that you hear and observe.
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Figure 2 Transfer of sound waves

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When you drop anything in water, sound and waves are

produced. Water waves reflect how sound moves in water.
Therefore, sound travels in water in a similar way it does in
the air.
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In Figure 2, the boy DO NOT
drops DUPLICATE
a stone into a basin full of water.
Water waves show how sound waves travel by spreading.
Activity 4 To examine the way sound travels through

cotton string
Materials Hard paper, glue and a cotton string
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Procedure
(i) Fold the paper to form two speaker shapes by using glue.
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(ii) Join the two speakers using a long cotton string.
(iii) Tell your friend to call you from one end of the speaker.
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(iv) Hold one speaker on your ear while your friend is calling.
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(v) Can you hear the sound through the cotton string?
(vi) Please write what you hear.
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Figure 3 Transfer of sound through a string

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When one pupil calls from one speaker, another pupil hears
the sound that passes through the cotton string. This shows
that sound travels through a cotton string.
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Study the followingDO NOTand
picture DUPLICATE
investigate how sound travels
through the iron rod.
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Figure 4 Transfer of sound through the iron rod
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Figure 4 shows a girl hitting an iron rod. The boy is listening
from the other end.
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Activity 5 Investigate how sound travels through an
iron rod
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Materials A piece of iron rod, a table and a ruler

Procedure
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(i) Put a long piece of iron rod on a table.

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(ii) Tell your friend to listen from one end.

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(iii) Hit the rod with a ruler from the other end.
(iv) Ask him/her what he/she hears.
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(v) Then ask your friend to hit the iron rod with a ruler on
one end.
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(vi) Listen from the other end of the iron rod.

(vii) What do you hear?
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DOwater,
We have seen that air, NOT DUPLICATE
cotton string and an iron rod
transmit sound. Therefore, sound can be transferred in solid
objects, liquids, and air.
Exercise 1
1. What is energy?
2. Write three forms of energy.
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(i) ________________
(ii) ________________
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(iii) ________________
3. What is sound energy?
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4. Mention two sources of sound.
(i) ________________
(ii) ________________
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5. Mention three natural sources of sound.
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(i) ________________
(ii) ________________
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(iii) ________________
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6. Mention three artificial sources of sound.

(i) ________________
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(ii) ________________
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(iii) ________________
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7. List uses of sound.

(i) ________________
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(ii) ________________
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(iii) ________________
(iv) ________________
8. A reflected sound is called _______________.
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Heat energy DO NOT DUPLICATE
Heat is a form of energy. Heat energy can pass through solids,
liquids and gases. For example, heat travels in iron, water and
air. This shows that solids, liquids and gases can transfer heat.
Look at the following pictures to study different sources of heat.

a Wood burning stove b Electric stove
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c Charcoal stove d Gas stove e Sun
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Figure 5 Sources of heat energy

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Heat energy can be produced by various sources. These include

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wood burning stoves, electric stoves, charcoal stoves and gas

stoves. It can also be produced by the sun. The sun is one of
the natural sources of heat.
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Activity 6 To produce heat DUPLICATE
energy
Materials A piece of stick and a piece of wood
Procedure
(i) Rub your palms together.
(ii) Write what you felt when you were rubbing your palms.
(iii) Get a small dry piece of stick.
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(iv) Twirl that small piece of stick to the big piece of dry wood.
(v) Touch the rubbed area of the dry wood.
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(vi) What do you feel?
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When you rub your palms, they become hot. Therefore, friction
causes heat. SE
Activity 7 To investigate objects which allow heat to pass
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through
Materials Hot water, aluminium cup, plastic cup and large
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wooden spoon
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Procedure
(i) Fill hot water into the aluminium cup, plastic cup and
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large wooden spoon.

(ii) Touch each of the materials.
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(iii) Have you noted the difference of heat among them?

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The transfer of heat differs from one object to another. Some

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solid objects like aluminium and iron allow heat to pass very
fast. Objects like these are called good conductors of heat.
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Solid objects like wood and plastic do not allow heat to pass
easily due to their nature. These objects are called insulators
or poor conductors of heat.
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Heat transfer methods
Heat always moves from a warm to a cool place. For example,
hot objects in a cool room will cool to a room temperature.
Also, cold objects in a warm room will heat up to the room
temperature.
Three ways of heat transfer

1. Conduction is the transfer of heat through solid objects.
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When a metal strip is heated at an end, the
heat travels to the other end.
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2. Convection is the transfer of heat through liquid substances
such as water.
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3. Radiation is the transfer of heat through the air.
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Look at the following pictures to study different uses of heat.
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a Warming
ourselves during
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cold weather
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b Ironing clothes
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c Drying crops
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Figure 6 Uses of heat
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Heat energy is also used for cooking food and drying clothes.
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Other uses of heat energy are boiling water for drinking and
bathing, hatching chicks and grilling.
Light energy
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Look at the following pictures and then read the description
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that follows.
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(a) Kerosine lamp (b) The sun
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(c) A torch
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Figure 7 Sources of light energy
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The pictures in Figure 6 show some sources of light. There
are two main sources of light, namely natural and artificial
sources. The sun is the main natural source of light. Artificial
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sources of light include candles, kerosine lamps and torches.
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Characteristics of light energy

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Activity 8 To investigate how light travels in the air

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Procedure
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(i) Stand outside early in the morning when the sun rises.
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(ii) What do you see?

(iii) Write down what you see.
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When the sun rises in the morning, you see light rays. These rays
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travel in straight lines. Light is a form of energy. This energy

helps us to see. Sunlight is also important for the growth of
plants.
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Activity 9 To examine materials which allow light to pass
through and those which do not
Materials Glass, white paper, cardboard with a hole, a
book, torch and water
Procedure
(i) Put a glass full of water on the desk.
(ii) Place a cardboard with a hole near the glass of water.
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(iii) Put a white paper on the opposite side of the glass.
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(iv) Direct light from the torch towards the hole. Can you
see the light from the torch on the paper?
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(v) When the sun rises in the morning, put a book in the
direction of the sun. What do you see?
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Light rays from the DO
torchNOT
passDUPLICATE
through a hole, a glass and water.
Then, the rays pass through glass to the paper. Therefore, light
can pass through water, glass and paper. Light cannot pass
through objects such as a book. The dark area behind the book
is called a shadow. The shadow is found behind the object that
does not allow light to pass through.
LY
Reflection of light
Light rays can strike on a shining surface and go in a different
N
direction. This action is called reflection of light. A mirror is a
better light reflector than a shining plate. When you look at
O
yourself in the mirror, you see your image. This is because the
light rays from your face are reflected.
SE
Any smooth and shining surface reflects light and forms an
U
image. When you look into water, your image will appear. This
is because the water surface is smooth and can reflect light.
Objects which are neither smooth nor shiny do not reflect light.
E
Examples of these are pieces of paper, board and soil.

N
LI
Therefore, the general characteristics of light are as follows.

1. Light travels in a straight line.
N
2. Light is reflected when it strikes on a smooth or shiny

O
surface.
R
3. Light bends when it passes from one medium to another.

This bending of light is called refraction. For example, when
FO
you take a ruler and hold it in the air, it looks straight. But
when you put it in water it looks bent.
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Exercise 2
1. Match the words in group A and B to make the correct

meanings.
Example. Fire - G
Group A Group B
LY
(i) Reflection A. The natural source of light and heat
energy
N
(ii) Sun B. L ight rays turned back after striking
O
a shining surface
(iii) Drum, C. T he dark surface at the back of an

bell and
trumpet
SE
object which does not allow light to
pass through
U
(iv) Heat D. Vibration of things
travels in
E
(v) Shadow E. Sources of sound energy

N
(vi) Fire F. The solid, liquid and gas states

LI
N
G. Produces light and heat

O

R
2. Light energy travels in a ________.

FO
3. Mention objects that allow light to pass through them.

4. Explain the importance of heat energy at home.
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5. Explain why a frying pan handle is made of wood or
plastic.
Write TRUE or FALSE.

6. There are two forms of energy. ________
7. The sun is an artificial source of heat. _________
LY
8. Drums, bells, flutes and pianos produce sound. ______
9. Heat can be transferred through an iron. ________
N
10. Sound energy is caused by vibration of things. ________
O
11. Friction causes heat. ________
SE
Vocabulary
U
Assemble coming or getting together
E
Grilling to cook food directly over or under high

N
heat
LI
Hole an opening through part of something

N
Image a physical likeness or representation

O
Insulator an object which does not allow heat to

pass through
R
Kerosene lamp lamp that uses kerosene to burn

FO
Reflect to bounce or throw back light rays

or sound waves
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Rub move one object while contacting with
another repeatedly
Smooth a flat and fine surface
Solid something hard
Twirl spin quickly and lightly around, especially
LY
repeatedly
N
O
SE
U
E
N
LI
N
O
R
FO
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Chapter Three
Matter
The environment comprises all things that surround us. Different
things that we find in our environment are made up of matter.
LY
In this chapter, you will learn how to identify types of matter
and their states, floating and flying of objects.
N
Matter is anything that has mass and occupies space.
O
Types of matter
Matter is classfied according to its states. The types are:
1. Solid
2. Liquid
SE
U
3. Gas
Look at the following pictures and identify the types of matter.
E
(a) Stones
N
LI
N
O
(b) Water
R
FO
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(c) Ballons
LY
Figure 1 Types of matter
N
The first picture shows stones of different sizes. The second
O
picture shows jugs of the same size filled with water to different
levels. The third picture shows balloons of different sizes filled
with air. SE
The mass of an object differs based on its size. For example,
U
a large stone is heavier than a small one. A big item occupies
more space than a small one. Let us take an example of air. It
can be stored in things such as balloons. The more you pump
E
air into the balloon, the bigger it becomes. Therefore, the

N
stone, water and air have mass and occupy space.

LI
Look at the following pictures and identify their states of

matter.
N
O
R
FO
(a) Car (b) Bowl with bananas
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LY
(c) Giraffe (d) Man
N
O
(e) Tree (f) Juice
SE
U
Figure 2 Matter
E
Changes in states of matter

N
Activity 1 To investigate changes in states of matter

LI
Materials Kettle, ice, fire and a metallic lid

N
Procedure
O
(i) Put ice in an open kettle. Then warm it on fire. Examine

it for about 5 minutes. What do you see?
(ii) Thereafter, cover the kettle and continue heating it until
R
the water boils. What do you see after opening the kettle?
FO
(iii) Place a metallic lid at the opening of the kettle. This

blocks the outcoming steam. What happens after you
obstruct the steam?
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Figure 3 shows a charcoal DUPLICATE
stove which boils water in a kettle.
The steam coming out of the kettle is cooled by a plate turning
into water again.
LY
N
O
Changes in states of water
Ice Water
SE Gas
U
E
Figure 3 Changes in states of matter

Matter can be in solid, liquid and gaseous states. Matter
N
changes from one state to another. When ice warms, it melts

LI
and turns into water. When water is heated, it boils and turns
into steam or gas. When steam cools, it turns into liquid. If
N
liquid is frozen, it turns into solid. Therefore, ice is in the solid

state. Water is in the liquid state and steam is in the gaseous
O
state.
R
Floating of objects
FO
Some objects float on water. Things that float on water include

ships, boats and canoes. These have special features or shapes
that enable them to float.
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FOR ONLINE USE ONLY
DOpicture
Look at the following NOT DUPLICATE
and observe how an object floats
on water.
LY
N
Figure 4 Floating of a bowl
O
Activity 2 Demonstrating how an object floats on water
Materials
Procedure
SE
A plastic or metallic bowl and a basin of water
Take a bowl and place it on top of water in a
U
basin. What do you see?
Observation The bowl will float on water because it is open
and light. Any open and light object, when
E
placed on water, can float.

N
LI
Floating and flying of an object in the air

N
that follows.
O
(a) (b)
R
FO
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(c) (d)
LY
(e) (f)
N
O
SE
U
E
Figure 5 Things which can float and fly in the air

N
Pictures a – f show an aeroplane, a bird, clouds, a feather,

LI
a kite and an air-filled balloon respectively. These are things

which can float and fly in the air. Things that can float are
N
filled with air inside. A good example is an air-filled balloon.

O
Also, things with wings like birds, can float in the air.
R
Activity 3
FO
To demonstrate the floating and flying of things in the air
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How to make a kite
LY
Figure 6(a) First step Figure 6(b) Second step
N
Get two sticks of the same Make two long stripes of
O
length. Join them using a paper and stick them to
one edge of the paper
string to form a shape of
a cross. SE
with glue. Then join the
paper to the sticks using
a piece of thread.
U
E
N
LI
N
O
Figure 6(c) Third step Figure 6(d) Fourth step

Take the kite and fly it The kite floats in the air
R
in the air. Write what because it is light. All light

objects can float in the air.
FO
happened after throwing

This is because air has an
the kite in the air. upward force called

upthrust.
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Exercise
Fill in the gaps.
1. Matter is ________.
2. The three states of matter are ___, ____ and _____.
3. Ice is in the ________ state of matter.
4. A bowl floats on water because ______________.
LY
N
5. List down five things which are in the liquid state.
6. Explain how to change water into steam.
O
7. Why do objects like balloons float in the air?
Vocabulary
SE
U
Canoe a vessel made from a log of a tree and can
float on water
Solid state of being hard
E
State a condition of being solid, liquid or gas

N
Upthrust an upward push or force of fluid

LI
N
O
R
FO
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Chapter Four
Communication
Communication is important in our daily lives. It enables people
LY
to send and receive information. In this chapter, you will learn
various means of communication and uses of the telephone.
N
Traditional and modern means of communication
O
Communication is the way of sending and receiving information
through talking, reading or using signs. There are two means of
SE
communication, namely traditional and modern communication.
Study the following pictures, then read the description that

U
follows.
1. 2.
E
N
LI
N
O
R
FO
Figure 1(a) Traditional means of communication
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1.
LY
N
O
SE
U
2. 3.
E
N
LI
N
O
R
FO
Figure 1(b) Modern means of communication
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DO1(a)
The pictures in Figure NOTand
DUPLICATE
1(b) indicate various means of
communication. Those means include blowing a horn, beating
a drum, talking on the phone, watching television and reading
braille.
Traditional means of communication use various tools such as
horns and drums. Modern means of communication use tools
such as televisions, newspapers, telephones and computers.
LY
Modern means of communication have advantages over traditional
means of communication. For example, many people receive
information in a short time. Modern tools can be used to save
N
pictures of various events. Telephones can be used to transfer
O
and receive money. They can also be used to take and store
pictures.
SE
Read the following passage, then answer the questions
that follow.
U
Songambele village is close to Lake Victoria. In that village,
there is Songambele Primary School. Upendo is a Standard
Three pupil at Songambele Primary School. One day, early
E
in the morning, a hippopotamus invaded the school. Upendo

N
saw her uncle, a school security guard, blowing a horn to

inform the villagers. After hearing the sound, the villagers
LI
ran to the school compound with traditional weapons. They

wanted to attack the hippopotamus. Suddenly, two game
N
reserve officers arrived. They stopped the villagers from

O
attacking the hippopotamus. The game reservers directed the

hippopotamus back to the reserve.
R
Upendo observed the situation. She noted that a horn is an

important tool for sending information to many people. After
FO
that, Upendo went home. She lives with her brother. When
she reached home, she explained to him what happened at
43

FOR ONLINE USE ONLY
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school. Her brother was very DUPLICATE
eager to listen to the story. He
was happy to hear that the hippopotamus did not harm the
pupils. It was securely returned to the reserve.
LY
N
O
SE
Figure 2 The hippopotamus
Upendo said, “My uncle was very lucky because he had a horn
U
at his work place. He used it to send information.” Her brother
added that yelling and drum beating could also be used. After
their conversation, Upendo’s brother called his uncle, using a
E
mobile telephone, to thank him.

N
LI
Questions
1. hich tool was used by Upendo’s uncle to communicate
W
N
with the villagers?

O
2. What means of communication was used by Upendo’s

uncle to send information to the villagers?
R
3. Which tool was mentioned by Upendo’s brother in the

story?
FO
4. Which means of communication was used by Upendo’s

brother to communicate with his uncle?
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Types of telephones
A telephone is a communication tool that transmits and
receives sound waves. Telephones allow two or more people to
communicate even though they are far apart. Communication
is done through speaking and writing, when people make
calls or send written messages. There are two main types of
telephones. These are mobile telephones and landlines.
LY
1. Mobile telephones
A mobile telephone is a portable device that transmits and
receives sound waves. The mobile telephone can easily be
N
carried. The mobile telephone is used to communicate directly
O
through talking and sending messages.
SE
U
E
N
LI
Figure 3 Communication through a mobile telephone

N
2. Landline telephones
O
A landline telephone is usually used in homes and offices. It is

R
bigger than the mobile telephone. There are two types of landline
telephones. One type is connected using wire and another type is
FO
connected without wire. A landline telephone which is connected

with wire cannot be moved from one place to another. If the
wire is removed, communication is disconnected.
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LY
N
O
SE
Figure 4 Communication by using a landline telephone
U
Safety precautions in using a mobile telephone
Read the following story and then answer the questions that
follow.
E
One day, Juma was going to school. In front of him, there

N
were Standard Four pupils. Their names were Rose and Asha.
Suddenly, Rose cried aloud.
LI
The following conversation between Asha and Rose started.

N
Rose Asha! Be careful, there is a car behind you.

O
Asha Haa! This is a careless driver.

Rose This driver was using a mobile telephone while
R
driving.
FO
Asha That is why he went off the road! Why don’t some
people take safety precautions when using mobile
telephones?
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FOR ONLINE USE ONLY
Rose DO know
I do not
NOT DUPLICATE
why some people do not take
safety precautions. Although they are educated,
they do not follow the proper way of using mobile
telephones.
Asha and Rose continued their conversation. They discussed

how to take safety precautions when using mobile telephones.
Juma listened to their discussion until he arrived at school.
LY
Juma asked for permission from the teacher to tell his classmates
what he saw on the road. He also wanted to tell them what
N
Rose and Asha were discussing. The teacher allowed him to
O
talk to the class at the end of the lesson. Juma said, “In
order to be safe while using mobile telephones, it is important
SE
to take safety precautions.” He mentioned safety precautions
such as not using a mobile telephone while driving. He also
said, “You should not use a mobile telephone when it is raining
U
or charging. In addition, it is not allowed to use a mobile
telephone at a petrol station. Do not keep a mobile telephone
close to your body.”
E
N
The pupils were happy to learn safety precautions when using

mobile telephones. They thanked Juma for the infomation.
LI
N
Questions
O
1. Why did the car driver lose control of the car?

R
2. What safety precautions have you learned from the

story on the use of mobile telephones?
FO
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Using a mobile Telephone
Look at the following picture and then read the description
that follows.
Speaker
Screen
LY
Dial/receiving On/off button
N
button
O
Keypad
SE
Figure 5 A mobile telephone
U
This is a picture of a mobile telephone. It shows various parts
of a mobile telephone. The parts of a mobile telephone differ
E
from one type to another.

N
Steps for using a mobile telephone

LI
(a) Look at your mobile phone to see if it is on or off.

(b) Press and hold for some seconds the on/off button if it
N
is off.
O
(c) Look at the screen. Write the phone number of the person
you wish to communicate, or
R
(d) Search the number from the contact list, if it has already
FO
been saved on the phone.

(e) After that, press the dial button to call the phone number.
The green button is used to dial and receive calls.
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FOR ONLINE USE ONLY
(f) Listen to theDO
callNOT
tuneDUPLICATE
and talk to the receiver.
(g) When you finish talking, press the on/off button to end
the call.
Activity
How to switch on and make a call on a mobile telephone
Procedure
LY
(i) Switch on the mobile telephone.
(ii) Write the phone number of your class teacher.
N
(iii) Make a call and make sure that it is received.
O
(iv) After talking to the receiver, press the end call button.
(v)
SE
Find the message box then write a short message.
(vi) Search the number saved on the contact list and send
a written message.
U
(vii) Find the game icon. Search and select the reading
and counting games then play.
E
N
Exercise
LI
Fill in the blanks.

N
1. Parents or guardians use telephones for ________,

O
_________ and _________.

2. A mobile telephone is used to send and receive _____.
R
Write TRUE or FALSE.

FO
3. A drum is beaten by hands or sticks. _________

4. A horn produces a sound when blown. _________
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5. People use televisions, DUPLICATE
computers, telephones and
newspapers as modern ways of communication. ______
6. A horn, a drum and a whistle are traditional tools for
communication. ________
7. Match the sentences in list A with their answers from list B.
List A List B
(i) One of the safety (a) Horn
LY
precautions to be (b) Mobile telephone
taken when using
mobile telephones (c) Do not make a call
N
while the mobile
phone is charging
O
(ii) A long hollow
instrument blown to (d) Telephone,
produce sound television and
(iii) A device used
SE newspapers
by people for (e) Television,computer

U
and drum
communication
(f) It is small and
(iv) Modern communication connected by a
E
tools wire
N
LI
Ask yourself
What are the benefits of communication devices in our daily
N
lives?
O
Vocabulary
R
Device a thing made or adapted for a particular purpose

FO
Yelling shout in a loud and sharp voice

Transmit to send out electronic signals or messages using
telephone, radio and television
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Chapter Five
Tools for simplifying work
People use different tools to perform various tasks everyday.
Some tasks are simple while others are hard. In this chapter, you
LY
will learn about tools that simplify work and how to use and
take care of them. Tools that simplify work are called machines.
N
Tools that simplify work
O
Look at the following pictures and study the tools used to
simplify work.
(a) (b)
SE (c)
U
E
N
LI
Sewing machine Spanner Nail cutter
(d) (e) (f)

N
O
R
FO
Hammer Cart Scissors

Figure 1 Tools used to simplify work
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Figure 1 shows someDO NOTthat
tools DUPLICATE
simplify work. These are a
sewing machine, a spanner, a nail cutter, a hammer, a cart
and a pair of scissors. Tools that simplify work are those used
to do work quickly, easily and efficiently.
Uses of tools that simplify work

Study the following pictures and then read the description that
LY
follows.
N
O
SE
U
E
N
LI
N
Figure 2 Using a sewing machine and a pair of scissors

O
It takes a longer time to sew clothes using a needle than to

use a sewing machine. A sewing machine is a tool that takes
R
a little time in sewing. We use a pair of scissors to simplify

FO
cutting different things. Examples of such things are clothes,

papers, iron sheets and flowers.
52

FOR ONLINE USE ONLY
Study the followingDO NOT and
pictures DUPLICATE
then read the description that
follows.
LY
N
O
Figure 3 Using a hammer and a spanner
SE
Figure 3 shows a person driving a nail into timber using a
hammer. Another person is tightening a nut using a spanner.
U
You can drive nails into wood by pressing them with hands
or hitting them with a hammer. It is simpler to use a hammer
than hands. You can also tighten and loosen nuts using hands
E
or a spanner. However, it is simpler to tighten or loosen nuts

N
with a spanner than hands.

LI
that follows.
N
O
R
FO
Figure 4 The use of wheelbarrow
53

FOR ONLINE USE ONLY
You can carry loads DO NOT
using DUPLICATEor hands. Carrying
a wheelbarrow
loads using a wheelbarrow is simple and less tiresome. You
can also carry bigger loads much easier using a wheelbarrow
than using hands.
Using tools that simplify work
that follows.
(a) (b)
LY
N
O
SE
Figure 5 Moving a stone
The first picture in Figure 5 shows a pupil pushing a stone
U
with hands. The second one shows a pupil moving a stone
using a crowbar.
E
Question
N
Which one is the simpler way of moving the stone?

LI
Activity 1 Moving a log

N
Materials A crowbar, a log and a small stone

O
Procedure
(i) Try to push a big log using hands.
R
(ii) Put a small stone near the log.

(iii) Put the crowbar on top of a small stone and one of its
FO
edges below the log.

(iv) Push down the crowbar and see whether you can move
the log.
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FOR ONLINE USE ONLY
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Moving the log using DUPLICATE
crowbar is simpler than using hands.
This is because a crowbar simplifies work.
Activity 2 Lifting a small tank to the top of a table

Materials A small tank, timber, a stone and a table
Procedure
(i) Make a slope using the timber and a stone.
LY
(ii) Put the small tank at the bottom of the timber. Then,
push the tank to the top of the table. Is it simple to
N
push the tank to the top of the table? Explain.
(iii) T hen, lift up the tank and place it on top of the table.
O
Is it easy or hard to push it? Which way is simple?
Explain why?
SE
Caring for tools that simplify work
U
that follows.
E
N
(a) (b)
LI
N
O
R
FO
Figure 6 Ways of keeping tools
55

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The first picture in Figure DUPLICATE
6 shows a boy drying up a machete.
The second one shows a girl oiling a hammer.
After using tools, we should take care of them so that they last
longer. Tools should be cleaned and dried to remove moistness.
Some are cared for by oiling. Oiling helps to prevent rust.
Exercise
LY
1. Mention the tools used to simplify work at home.
N
2. Mention the tools that simplify work at school.
3. Explain ways of caring for tools that simplify work.
O
Vocabulary SE
U
Crowbar a piece of wood or metal used to lift a heavy
load
Machete a large knife used for cutting a tree or a sugar
E
cane
N
Oil a liquid substance applied on metals to prevent

LI
rust or to reduce friction

N
Oiling applying oil on an object

O
R
FO
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Chapter Six
Measurements
Our environment has various things. Those things differ in
terms of volume, length and mass. In this chapter, you will
learn how to measure length, mass and volume of different
LY
objects. You will also learn how to use those measurements.
N
Types of measurements
Measurement is the size, length or amount of something,
O
which is represented by numbers and units. There are two
types of measurements, namely standard measurements and
non-standard measurements. SE
U
Standard measurements
These are the approved measurements which are similar wherever
they are used.
E
Study the following picture and then read the description that
N
follows.
LI
N
O
R
FO
Figure 1 Measuring length using a ruler
57

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Figure 1 shows a girlDO NOT DUPLICATE
measuring the length of a table using a
ruler. Beside her is a boy waiting to measure the length of the
same table.
Activity 1 Measuring length
Materials A 30 centimetre ruler and a table
LY
Procedure
(i) Mark the starting point on a table.
N
(ii) Measure 150cm using a ruler.
(iii) Mark the end point.
O
(iv) Ask your friend to take the measurement again using
a ruler from the same starting point and end points.
SE
Have you ended at the same point? Explain the reason
for your answer.
U
When you measure the length of the table using the ruler, you
will get the same results. A ruler is a device that uses standard
E
measurements. A standard measurement is that which gives

N
the same correct results. The standard units of measurements

LI
for length include millimetre (mm), centimetre (cm) and metre

(m). Another device that is used to measure length is a tape
N
measure. This device is used to measure lengths of different

objects in our environment.
O
R
Non-standard measurements
This type of measurement depends on the agreement made
FO
by users in a given place. Therefore, they differ from one

community to another.
58

FOR ONLINE USE ONLY
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picture and then read the description
that follows.
LY
N
O
Figure 2 Measuring length using a handspans
SE
Figure 2 shows a boy measuring the length of the table using
handspans. Besides him is a girl waiting to measure the length
of the table using handspans.
U
Activity 2 Measuring length
E
Procedure
N
(i) Count five handspans on the table and mark the endpoint.
LI
(ii) Ask your friend to count five handspans by tracing where

you took the measurements.
N
Have the two measurements ended on the same marked

O
point? Give reasons for your results after the measurements.

R
Handspans have been used to measure the length of the table.

The lengths of hands of different people are not the same.
FO
This type of measurement is non-standard. It does not give

the same results. Other non-standard measurements of length
include the foot, fingers, footsteps and length of arms.
59

FOR ONLINE USE ONLY
DOpicture
Look at the following NOT DUPLICATE
and then read the description
that follows.
LY
N
O
SE
Figure 3 Measuring volume using a cup
A boy in Figure 3 is measuring the volume of water using a cup.

U
Activity 3 Measuring volume
E
Materials Bowl, a bucket of water and basin

Procedure
N
(i) Put water in a bucket.

LI
(ii) Fill two tins with water from the bucket and pour them in the
basin.
N
(iii) Measure the volume of water in the basin by using a bowl.

O
Observation
Is the volume of water in the tin the same as that in the
R
bowl? Explain your answer.

FO
If each of you measures the volume of water using a bowl or a

tin, the results may be different. These measurements are not
standard for measuring volume.
60

FOR ONLINE USE ONLY
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picture and then read the description
that follows.
LY
N
O
Figure 4 Measuring volume using a beaker
SE
The picture in Figure 4 shows a boy measuring the volume of
water using a beaker. Besides him is a girl holding a beaker
waiting to measure the volume of water in the basin.
U
Activity 4 Measuring volume
E
Materials a half litre beaker, water and a basin

N
Procedure
LI
(i) Measure water using the beaker and pour it into the basin.
(ii) Let another pupil measure the volume of water that
N
you have measured using the beaker.

O
Observation
Is there any difference? Give reasons for your answer.
R
Results of the measurements cannot change even if two

FO
different people are involved in taking standard measurements.

Standard units which are used to measure volume include
quarter a litre, half a litre and a litre. These units are used to
61

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DOdifferent
measure the volume of NOT DUPLICATE
liquids. Devices for measuring
the volumes of liquids are measuring cylinders and beakers.
Such liquids are kerosene, milk, water and cooking oil.
Measuring mass using a non-standard measurement

that follows.
LY
N
O
SE
U
Figure 5 Measuring mass using a tin and a bowl
The picture in Figure 5 shows a boy measuring mass. He is
E
using a tin and a bowl to measure the mass of sand.

N
Activity 5 Measuring mass

LI
Materials
N
Tin, bowl (which can measure a mass of about 1 kilogram)

O
Procedure
R
(i) Weigh one tin and one bowl full of sand.

(ii) Compare their masses by holding a tin on the one hand
FO
and a bowl on the other hand.

What is the mass difference between the two?
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Measuring mass DO NOT
using DUPLICATE
standard measurements
that follows.
LY
N
O
SE
Figure 6 Using a weighing scales
U
The picture in Figure 6 shows a boy and a girl measuring the
mass of sugar using weighing scales.
E
Activity 6 Measuring mass

N
Materials a tin, a bag, sugar, and two weighing scales

LI
Procedure
N
(i) Weigh one kilogram of sugar using a weighing scale.

O
(ii) Let your friend measure the same mass using a another
weighing scale.
R
Is there any difference? Give reasons.

FO
Devices that are used to measure mass include a beam

balance, a kitchen scale and a digital scale. The results of
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these measurements DO NOT
do not DUPLICATE
change even if different weighing
devices are used. Standard units of measuring mass include
quarter a kilogram, half a kilogram and a kilogram. We use
these units in weighing commodities such as flour, meat, sugar
and rice.
Importance of measurements
Read the following passage and then answer the questions
LY
that follow.
One day, Asha went to the shop to buy a kilogram of sugar.
N
When she reached the shop, she found Angela. She asked her
O
to measure one kilogram of sugar. Angela took some sugar
and put it in a tin which was equal to one kilogram. Then, she
SE
put it in a paper bag and gave it to Asha. Asha received it and
gave Angela some money. Thereafter, Asha left and went back
home. When she reached home, she gave it to her mother.
U
Her mother got upset. “Heee! My daughter how much sugar
have you bought?” Asha answered, “I bought a kilogram of
E
sugar”.
N
“It does not look like a kilogram,” her mother said. She then
said, “Let us go to the shop.” When they reached to the shop,
LI
they told Angela to weigh it again using a beam balance.

N
The beam balance indicated the sugar weighed less. Asha’s

mother advised Angela to use a beam balance when weighing
O
different items.
She told her not to use non-standard measurements, since

R
they may cause errors. They may either be less or more than
FO
the required amount. When using standard measurements, a

person cannot weigh less or more than the required amount.
Standard measurements give exact mass of various objects.
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Questions DO NOT DUPLICATE
1. How much sugar was Asha sent to buy?
2. Why did Asha’s mother go to the shop?
3. Which device did Angela use to weigh the sugar at first?
Exercise
Fill in the blanks.
LY
1. Write three standard devices which are used to measure
mass _________, _________ and _________.
N
2. _ ________ is the device used to measure the length of
a football playground.
O
3. _____ is the device used to measure the mass of sugar.
4. C SE
entimetre, metre and kilometre are standard units
for measuring _________.
5. List three non-standard measurements _________,
U
_________ and ________.
E
6. Explain the advantages of using standard measurements.

N
7. Explain the effects of using non-standard measurements.

LI
Vocabulary
N
Commodities things to buy and sell

O
Error the difference between measured value and

true value
R
Length the measurement of a given distance

FO
Volume space occupied by something

Mass a measurement of how heavy an object is
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Chapter Seven
Personal hygiene
Good personal hygiene is very important for our health. You
are required to use proper materials for personal hygiene in
LY
order to avoid diseases. In this chapter, you will learn how to
use and keep materials for personal hygiene safely. Also, you
N
will learn the impotance of keeping your body and clothes
clean.
O
Look at the following pictures and then read the description of
each picture. SE
We are required to brush our
U
teeth to keep healthy and
avoid a bad smell.
E
Brushing our teeth helps to

N
remove food remains.

LI
Bacteria feed on food remains

N
and release acid. This may

result in tooth decay.
O
We should brush our teeth

every morning and after every
R
meal. We should also brush

FO
our teeth before going to bed

at night.
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We should wash our faces
after waking up to remove
dirt and germs.
LY
N
O
SE
We should take a shower every
morning and evening.
U
Having a bath helps us avoid
skin diseases.
E
Staying for a long time without

N
having a shower makes our

body have a bad smell.
LI
N
O
R
FO
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We should trim and comb
our hair to look smart.
Cutting our hair short helps us
not to get lice and dirt.
We should cut our nails short.

We cut our long nails to remove
LY
dirt and germs.
N
O
We should wash our clothes
SE
with clean water and soap to
remove dirt.
U
Dirty clothes make the body
itch and can cause skin diseases.
E
After drying, the clothes should

be ironed. Ironing kills germs
N
that can cause skin diseases.

LI
Ironing also makes our clothes

look smart.
N
O
Figure 1 The importance of personal hygiene

R
Question
FO
Mention the materials used for personal hygiene.
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DO passage
Read the following NOT DUPLICATE
carefully and then answer
the questions that follow.
Hekima and Kiponzo are friends. One day, their teacher told
them to play ‘ukuti-ukuti’. After playing, they were sweating
and their clothes were dirty. Their teacher allowed them to go
home. The next day, Kiponzo went to Hekima’s home to pick
her up so that they could go to school together. She found
Hekima waiting for her outside.
LY
She greeted her and they started walking to school. On the
way to school, they started talking.
N
Kiponzo Oh! My friend, you look very smart and beautiful.
O
Congratulations!
Hekima Thank you friend.
SE
Kiponzo What can I do in order to look as smart as you?
Hekima To be clean and smart, you must be clean
U
always.
Kiponzo Which materials can I use to clean my body and
E
clothes?
N
Hekima You should use clean water, soap, a sponge,

a towel, body oil and a comb.
LI
Kiponzo Why should we use such materials?

N
Hekima We should use them because they can remove dirt

from our skin and clothes easily.
O
Kiponzo Thank you so much my friend. I shall make sure

cleanliness is maintained everyday.
R
After a week, Kiponzo was looking clean and smart. Their

FO
teacher congratulated them for maintaining cleanliness. It is

very important to clean our bodies and clothes everyday. We
should cut our hair short as well as our nails.
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Questions
1. What materials do we use to wash our bodies?

2. Why did Kiponzo congratulate Hekima?
3. Mention materials which are used for cleaning clothes.
Activity To clean leather and rubber shoes
LY
Materials
A basin or a bucket, a tin, a water, two pieces of cloth, a
N
washing brush, a polishing brush, liquid or powdered soap,
shoe polish, rubber and leather shoes.
O
Procedure
(a) Remove shoe laces. SE
(b) Use a dry piece of cloth to remove dust from the shoes.
U
(c) Pour water and soap into the basin or bucket and stir.
(d) Soak a piece of cloth in the soapy water.
(e) For leather shoes, squeeze the piece of cloth then wipe.
E
(f) Rinse the piece of cloth in clean water and wipe the
N
shoes to remove soap.

LI
(g) Use another dry piece of cloth to dry the leather shoes.
Put them in the sun to dry.
N
(h) Use a polishing brush to apply shoe polish on the outer

part of the leather shoes.
O
(i) For rubber shoes, soak them in the basin with

soapy water.
R
(j) Wash them using a washing brush.

FO
(k) Rinse them in clean water.

(l) Put them in the sun to dry.
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Safety materialsDO NOT
used in DUPLICATE
personal hygiene
Before storing materials for personal hygiene, you must clean
them. Then, keep them safely where moisture and germs cannot
reach.
LY
N
Figure 2 (a) Storing safely materials for personal hygiene
O
The materials seen in the pictures have been cleaned and dried
in the sun. Some of the materials are dried by a clean dry piece
SE
of cloth. Such materials are buckets, basins and hair combs.
We clean such materials to remove dirt and germs.
U
E
N
LI
N
O
R
Figure 2 (b) Storing safely materials for personal hygiene

FO
The materials seen in Figure 2(b) are kept safely in the

cupboard. They are arranged according to their uses. Make
sure such materials are kept dry, clean and safe.
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Exercise DO NOT DUPLICATE

1. Mention important materials used for cleaning our
bodies.
2. Mention materials used for cleaning clothes.
LY
3. Explain how to keep safely materials used for personal
hygiene.
4. Describe how you can maintain personal hygiene.
N
5. Explain procedures for cleaning leather shoes.
O
6. Match each phrase in group A with its appropriate
item in B.
Group A Group B
SE
(i) Materials used for A. Helps to hang clothes
U
personal hygiene
B. Hard brush, soft brush,
(ii) Sweat
E
piece of cloth, and shoe

polish
N
LI
(iii) Hangers C. Sponge, soap, hair comb,

clean water and bucket
N
(iv) Materials used

D. Causes sickness, bad
O
for cleaning
leather shoes smell, and itching
R
FO
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Ask yourself
Why is it important to maintain personal hygiene?
Vocabulary
LY
Garment material like clothes and shoes
Hanger materials used for hanging something
N
Itch to feel uneasy or irritation of the skin that causes
O
a desire to scratch the affected part
Smart appearance of a thing which is clean and
attractive SE
U
E
N
LI
N
O
R
FO
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Chapter Eight
First aid
First aid is the help given to an injured or sick person before
taking him or her to hospital. In Standard Two, you learned
LY
how to give first aid to an injured and bruised victim. In this
chapter, you will learn how to give first aid for bites from
N
poisonous animals.
O
Centipede Bee Wasp
SE
U
Figure 1 Poisonous animals
Giving first aid to a victim bitten by poisonous animals

E
Read the following conversation and then answer the questions

N
that follow.
LI
One day, a teacher taught pupils how to give first aid to a

person bitten or stung by a poisonous insect. After the period,
N
the teacher had a conversation with Musa, as follows.

O
Teacher How did you find today’s lesson, Musa?

Musa The lesson was good. I am very happy about the
R
things I learned.
FO
Teacher Have you ever been bitten by any poisonous animal?

Musa Yes sir, when I was in Standard Two, a scorpion
stung me when I was playing with my friends.
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Teacher DOyou
What did NOTdoDUPLICATE
when the scorpion stung you?
Musa I cried because it was too painful. My friend ran
home and told my mother.
Teacher Did your mother come to help you?
Musa Yes sir, she cleaned the swelling; then she took me
to hospital.
Teacher What did she clean the swelling with?
LY
Musa She used cotton wool.
N
O
SE
U
E
N
LI
N
Figure 2 Giving first aid to a victim bitten by a scorpion

O
Teacher Did she use proper steps in giving the first aid?
R
Musa No sir. Will you please remind me the steps for

giving first aid to a person bitten by a poisonous
FO
animal?
Teacher Sure! I will remind you.
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The teacher explained DUPLICATE
the procedure for giving first aid
to a person bitten by a scorpion as follows.
(a) Place the victim in a

safe ventilated area.
LY
N
(b) Wear hand gloves.
O
SE
U
(c) Clean the bitten area
with spirit or soap
E
and clean water.

N
LI
N
(d) Cover the wound

O
with a sterilized
R
bandage or gauze.
FO
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(e) After the first aid,
the victim should be
taken to hospital or
health centre.
LY
The teacher also explained that not all bites or stings are the
same. You will need different first aid treatments and care.
N
These depend on what type of animal has bitten or stung you.
O
If a person is stung by a bee, remove the sting immediately.
The sting causes the affected part to swell. Then, wash the
SE
stung part with soap and water or spirit. Do not squeeze or
rub the affected part. These procedures can also be applied to
a person who is stung by a wasp. In case of a scorpion sting,
U
take a pain killer to reduce pain because the scorpion sting is
very painful. Then, if possible, put ice on the stung part.
E
Musa thanked his teacher. He promised that he would follow

all the steps when giving first aid.
N
LI
Questions
1. Which poisonous animal bit Musa?
N
2. What kind of help was given to Musa?

O
3. What did Musa’s mother carry when she went to give

first aid to Musa?
R
Activity Demonstrating how to give first aid

FO
Use a first aid kit to demonstrate how to give first aid to a

person stung by a poisonous insect.
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Exercise
1. Match the items in group A with their appropriate
counterpart in group B.
Example: First aid is the help given to an injured person
before he/she is taken to hospital.
Group A Group B
LY
(i) First aid A. scorpion and butterfly.
(ii) Scorpion and B. reduce pain and save life.
N
centipedes
C. send a victim to hospital.
O
(iii) First aid equipment
used to help a D. anybody.
person stung by a
poisonous insect
SE
E. cotton wool and gloves.
F. soaked garlic and ash.
(iv) After giving first aid
U
G. the help given to an
(v) First aid is given in
injured person or a person
order to
suffering from a sudden
E
(vi) First aid may be illness before he/she is

N
given by taken to hospital.

LI
H. send a victim home.

N
I. poisonous animals.
O

R
2. Mention four poisonous animals you know.

FO
3. Explain steps to help a person who is stung by a bee.
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Ask yourself DO NOT DUPLICATE
What is the importance of giving first aid in daily life?
Vocabulary
Doctor a qualified expert in medicine
LY
Poison a substance that can kill or make a person ill if it
gets into the body
N
Sting a small, sharp-pointed organ of an insect capable
O
of inflicting a painful wound by injecting poison
SE
U
E
N
LI
N
O
R
FO
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Chapter Nine
A balanced diet
The human body needs to be in good health. Good health
conditions are supported by eating well balanced diets. In this
LY
chapter, you will learn how to identify groups of food which
make a balanced diet. Also, you will plan a balanced diet and
N
identify its importance in the human body. A balanced diet is
a meal that contains all food groups.
O
Groups of food
SE
We eat food based on the nutrients required in the body.
These nutrients are required in the right proportion depending
on the needs of the body. The right quantities and proportions
U
of nutrients needed make a balanced diet. A balanced diet
includes carbohydrates, proteins, fats and oils, vitamins,
E
minerals and water.

N
Groups of food and their importance

LI
Foods rich in carbohydrates

N
Examples of foods rich in

carbohydrates include maize,
O
rice, sorghum, cassava,

potatoes, bread and
R
bananas.
FO
Carbohydrate foods give

energy to our bodies.
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Foods DUPLICATE
rich in protein
Examples of foods rich in
protein include fish, meat,
eggs, beans, milk, peas and
chicken.
Foods rich in proteins make
LY
the body to grow and build
up.
N
O
Foods rich in vitamins
Vitamins are found in

SE
different fruits like mangoes,
oranges, grapes, bananas and
U
pawpaws.
Vitamins are also found
E
in green vegetables like

N
cabbage, spinach and

LI
African spinach (mchicha).

N
Foods rich in vitamins protect

O
our bodies against diseases.

R
Vitamins also make our

FO
bones and teeth strong.
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DOrich
Foods NOT DUPLICATE
in fats and oils
Foods rich in fats and oils

include butter, groundnuts,
avocado, coconut and
sunflower oil.
Foods rich in fats and oils give
LY
our bodies heat and energy.
N
Water and mineral salts
O
SE
Water is important for many
bodily functions.
Water helps to regulate body

U
temperature.
Mineral salts make our body
E
tissues strong and help in

N
digesting food.
LI
N
O
Activity Preparing a balanced diet
Plan a balanced diet from the list of the following foods.

R
Maize, groundnuts, avocado, meat, spinach, water, rice, fish,

FO
beans, butter, African spinach, pineapple, bread and milk.
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Exercise
1. Mention the groups of foods that form a balanced diet.
2. Give the difference between a balanced diet and a
non-balanced diet.
3. What is the function of the following food groups in the
body?
LY
(a) carbohydrates
(b) vitamins
N
4. Arrange the following foods in their respective groups
O
and write the group name.
Cucumber, cassava, yams, fish, okra, spinach, meat,
SE
maize, soya beans, carrots, cashew nuts, sunflower, ripe
bananas, millet porridge and eggs.
U
Ask yourself
E
Why is it important to eat a balanced diet everyday?

N
LI
Vocabulary
N
Butter solidified fat or oil made from animal milk

O
Nutrient food content that helps organisms to grow

R
FO
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Chapter Ten
HIV and AIDS

AIDS is the short form of Acquired Immune Deficiency Syndrome.
LY
AIDS is caused by a virus called Human Immunodeficiency Virus
(or HIV). HIV lives in human body fluids such as in the blood.
In this chapter, you will learn how HIV/AIDS is transmitted and
N
how it can be prevented.
O
Transmission of HIV/AIDS
SE
HIV/AIDS can be transmitted from an infected person to
another through a direct contact of body fluids. HIV/AIDS can
be transmitted in the following ways.
U
(a) Sharing sharp objects
Sharing sharp objects with an infected person can transmit
E
HIV/AIDS. Examples of sharp objects are needles, razor blades,

N
pins, and pairs of scissors.

LI
N
O
R
FO
Figure 1 Sharp objects
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(b) Blood transfusion
Transfusion of infected blood can transmit HIV/AIDS. When a
person receives blood with HIV, he/she will get HIV infection.
LY
N
O
SE
U
E
Figure 2 Transfusing blood to a sick person

N
(c) HIV transmission from an infected mother to a child

LI
Infected mothers can transmit HIV/AIDS to their children

during birth. This can also happen during breastfeeding if the
N
mother’s nipples have wounds.

O
(d) Sexual intercourse with an infected person

R
Children can be infected with HIV/AIDS if they are raped by

FO
people who live with HIV/AIDS. One can also get HIV infection
if she/he has unprotected sexual intercourse with an infected
person.
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Prevention of HIV/AIDS
(a) To prevent spread of HIV/AIDS, you are advised not to share
sharp objects such as razor blades, hospital syringes and
pins. To share such objects with someone who is infected
can put you at risk.
(b) Pregnant mothers living with HIV/AIDS can protect their
babies from getting HIV infection. They can do so by
following a doctor’s advice.
LY
(c) Breastfeeding mothers with HIV/AIDS should ensure that
their nipples are free from wounds.
N
(d) Children should be extra careful by ensuring they:
O
(i) do not engage in early sexual behaviours.
(ii) do not play in unsafe places, which can put them at
risk of rape. SE
(iii) report to their parents any rape or rape attempt.
U
(iv) do not walk alone, especially late in the evening.
(v) do not go to play away from home.
E
(vi) do not accept gifts from people they do not know well.
N
(e) Blood must be tested before being transfused to another

person.
LI
Remember that AIDS is a dangerous disease. It has no cure or

N
vaccination. You cannot identify a person living with HIV/AIDS

O
by the naked eye. You can identify someone affected by testing

them for HIV/AIDS. The infected blood will show positive results.
R
It is very important to know ways of transmission of HIV/AIDS

and its preventive measures.
FO
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Exercise
1. Mention the ways HIV/AIDS is transmitted.

2. Explain how sharp objects can lead to the spread of
HIV/AIDS.
3. Write the following in long form: AIDS and HIV.
4. Explain ways of preventing HIV/AIDS infection.
LY
N
Ask yourself
O
What steps will you take to prevent the transmission of
HIV/AIDS?
SE
U
E
N
LI
N
O
R
FO
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Chapter Eleven
The human digestive system
Human beings eat food in order to live. The human body is
LY
made up of several systems. In this chapter, you will learn
about the digestive system and its importance.
Study the following diagram and then read the description
N
that follows.
O
Throat
Mouth
SE Oesophagus
(gullet)
U
Liver Stomach
E
Gall bladder Pancreas

N
Small intestine
LI
N
Large intestine
(Colon)
O
Rectum
Anus
R
Figure The human digestive system

FO
Digestion is the process of breaking down large food substances

into smaller soluble food substances. Soluble food substances
can be easily absorbed in the body.
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Parts of the digestive DUPLICATE
system
The digestive system is made up of the mouth, oesophagus,
stomach, liver, pancreas, gall bladder, small intestine, large
intestine, rectum and anus. Each part of the system has its
function.
Digestion in the mouth
Digestion starts in the mouth. Once food enters the mouth, it
LY
is mixed with saliva and chewed using the teeth. The food is
then swallowed through the oesophagus to the stomach. The
oesophagus is also called the gullet.
N
Digestion in the stomach
O
In the stomach, food is stored temporarily. The food is digested
to form a thick liquid. The walls of the stomach produce an acid.
SE
The acid helps in the digestion of food. It also kills germs in the
food. Before the food enters the small intestine, the gall bladder
releases bile. Bile helps in the digestion of food. Also, the pancreas
U
releases enzymes which help in the digestion of food.
Digestion and absorption in the small intestine
E
All types of food are digested in the small intestine. The

N
digested food in form of nutrients and minerals are absorbed

by the small intestine. These enter the body.
LI
Absorption in the large intestine

N
The large intestine absorbs water and minerals from the

remaining food residue. The food residue moves down to the
O
rectum. Then, it is removed from the body through the anus in

the form of faeces.
R
The importance of the digestive system

FO
The digestive system is important for breaking down food into

nutrients. Such nutrients are used by the body for energy and
growth.
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The digestive systemDO NOT DUPLICATE
enables the body to use the absorbed
nutrients. If the food you have eaten is not digested, the body
becomes weak. Also, you can get diseases.
The digestive system uses the water we drink to soften the
food in the stomach. Water is absorbed and used in different
parts of the body.
Exercise
LY
1. Match each part of the digestive system in A with its function
in B. Write your answer as shown in the example given.
N
Example
O
Pancreas - secretes enzymes important for digestion.
A P arts of the B Function
digestive system
SE
(i) Oesophagus A. softens food substances
U
by digesting to make a
thick liquid
(ii) Anus
E
B. absorbs water and returns

it to the body
N
(iii) Stomach C. digests and absorbs foods

LI
nutrients
N
(iv) Small intestine D. removes undigested food

substances out of the
O
body
E. carries chewed food from
R
mouth to the stomach

FO
2. Draw and label the human digestive system.
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Ask yourself
What is the importance of the digestive system in the human

body?
Vocabulary
Absorb take in something in liquid form or suck up
LY
Digest to break down food into a smaller and simple
form that can be easily absorbed
N
Enzyme substance produced by living organisms which
O
speeds up the process of digestion
Residue undigested food
Soluble
SE
substance which dissolves in water
U
E
N
LI
N
O
R
FO
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Revision exercise
Answer all the questions.
1. (a) Choose the living things among the following.
Hen, lion, tin, frog, book, cat, guava plant, grass,
desk, maize plant.
(b) What is the total number of living things in (a)
LY
above?
(c) What is the total number of non-living things in (a)
N
above?
O
2. Explain why a metallic plate with a hot food burns
more than a clay plate with hot food.
3. SE
(a) List five objects which can fly in the air.
(b) Explain the characteristic features which enable
U
objects to fly.
4. Explain the differences between using a spanner and
a hand to fasten nuts.
E
5. Why may measuring length using footsteps provide

N
different results?
LI
6. Explain how you can make your body clean and smart.
N
7. Mention the group of foods which protect the body

against diseases.
O
8. Which part of the human digestive systems is concerned

R
with the absorption of water and minerals?

9. Why is it not good to share sharp objects like syringes?
FO
10. Explain the procedures for giving first aid to a person

who has been bitten by a wasp.
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11. (a) Name the procedures for using mobile telephones.
(b) Distinguish between landline and mobile
telephones.
(c) Label different parts of a mobile telephone
shown in the figure below.
LY
N
O
SE
U
E
N
LI
N
O
Fill in the blanks to make a meaningful sentence.

12. The environment includes ______, _____, _______,
R
_______ and ________.

FO
13. _______animals can kill human beings or other

animals.
93

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14. Three forms of energy are sound, heat and ________.
15. ________ is anything that has mass and occupies
space.
16. ________ is an example of a substance which exists
in three states of matter.
17. Communication enables people to _______and
_______ information.
LY
18. There are two types of measurements which are
________ measurements and ________ measurements.
N
19. _________ is the process of breaking down large
O
food substances into smaller soluble food substances.
20. Sharing of sharp objects like ________, _______ and
SE
_______ can cause transmission of HIV/AIDS.
21. _______ is the help given to a person who is injured
or suffering from a sudden illness.
U
Write TRUE for a correct statement and FALSE for an

E
incorrect statement.
N
22. Breathing, movement and feeding are characteristics

of living things. ________
LI
23. Sound energy helps us to see. ________

N
24. A balloon is an example of objects that can float and

O
fly in the air. ________

25. We use only telephones for communication. _____
R
26. Tools that are used to simplify work are called

machines. ________
FO
27. We use a beam balance for measuring volumes of

liquids. ________
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28. We should brush our teeth every morning only. _______
29. Foods rich in carbohydrates include maize, rice and
cassava. _________
30. Digestion starts in the stomach. ________
31. First aid saves life. ________
LY
Match the items in list A with their answers from list B
LIST A LIST B
N
32. Infancy, childhood, A. Traditional tool for
teenage, adulthood and communication
O
late adulthood
B. Oil
33. Sound produced by
animals, wind, streams
and volcanoes
SE
C. Natural sources of
sound
D. millimeter, centimeter,
U
34. Water changes into
meter
solid
E. Evaporation
E
35. Use of horns and drums

F. Freezing
N
36. Substance used to

smoothen metals to G. Stages of growth
LI
prevent friction or rust

H. Dirty clothes
N
37. Standard units of

I. Kilogram, gram,
measurements for
O
milligram
length
J. Clean clothes
38. Make the body itch and
R
cause skin diseases K. Artificial source of

FO
sound
L. Modern communication
95

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Write the letter of the correct answer from the
given choices.
39. Food rich in proteins make the body _________.
(a) grow up
(b) get energy
(c) become weak
LY
40. Digested food from the mouth is swallowed through
_________ to the stomach.
N
(a) teeth
O
(b) small intestine
(c) oesophagus
SE
41. A dangerous disease which has no cure or vaccination
is called _________.
U
(a) AIDS
(b) malaria
E
(c) cholera
42. Living organisms increase their numbers by the process
N
of _________.
LI
(a) breathing
N
(b) reproduction
O
(c) excretion
43. Energy is the ability to _________.
R
(a) do work
FO
(b) play
(c) talk
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44. A reflected sound is called _________.
(a) a lost sound
(b) a loud sound
(c) an echo
45. A type of measurement which depends on the agreement
made by the users is called _________.
LY
(a) non-standard
(b) standard
N
(c) a ruler
O
46. We should wash our faces after waking up to remove
_________.
(a) skin SE
(b) dirty and germs
U
(c) teeth
47. _______ kills small germs and makes our clothes look
smart.
E
(a) Ironing clothes

N
(b) Drying clothes

LI
(c) Hanging clothes

N
48. Draw a human digestive system and show the following

parts:
O
(a) Oesophagus
R
(b) Stomach
FO
(c) Small intestine

(d) Large intestine
97

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Tanzania Institute of Education

Science and Technology 3.indd 1 30/07/2021 15:27

All rights reserved. This book may not be reproduced, stored

means, electronic, mechanical, photocopying, recording or

otherwise without prior written permission of the Tanzania

Science and Technology 3.indd 2 30/07/2021 15:27

HIV and AIDS...................................................................... 84

Science and Technology 3.indd 3 30/07/2021 15:27

Writers:  Dr Yusufu Selemani, Dr Godson Lema,

TIE also extends its sincere gratitude to the teachers and

pupils in the primary schools that participated in the trial

Finally, the Institute would like to thank the Ministry of

Education, Science and Technology for facilitating the

process of writing this book.

Science and Technology 3.indd 4 30/07/2021 15:27

Science and Technology 3.indd 5 30/07/2021 15:27

Science and Technology 3.indd 6 30/07/2021 15:27

Figure 1 The environment

Exploring the environment

We identify things in the environment using parts of the body.

Science and Technology 3.indd 1 30/07/2021 15:27

5. Which part of the body is used to identify different

7. Which part of the body is used to taste honey?

Living and non-living things

Science and Technology 3.indd 2 30/07/2021 15:27

Explore the school environment.

Look at the following pictures and answer the questions after

Figure 2 Living and non-living things

The pictures in Figure 2 show a cow grazing on grass, a mango

Mention the living and non-living things found in Figure 2.

Science and Technology 3.indd 3 30/07/2021 15:27

Answer the following question.

Three bottles with small holes, a stone, live specimens of

a grasshopper and a cockroach

in its own bottle with holes.

(iii) Put all the bottles on the table.

(iv) Observe carefully the difference you see.

Science and Technology 3.indd 4 30/07/2021 15:27

Characteristics of living things

For example, a human being gives birth to a baby while a cow

reproduces a calf. Plants reproduce seeds from which young

Figure 3 Reproduction in animals

Science and Technology 3.indd 5 30/07/2021 15:27

Human beings, like other animals, increase in height and

Figure 5 Stages of human development

Science and Technology 3.indd 6 30/07/2021 15:27

Figure 6 A goat grazing on grass

Living organisms remove waste products from their bodies.

excretion. Examples of waste products are urine, sweat and

Science and Technology 3.indd 7 30/07/2021 15:27

Answer the following question.

Science and Technology 3.indd 8 30/07/2021 15:27

Figure 7 Activities for protecting environment

1. From Figure 7, identify two ways used to protect the

Science and Technology 3.indd 9 30/07/2021 15:27

Do not therefore, play in bushes because snakes and others

Figure 8 Dangerous living things

Dangerous non-living things

Some of the non-living things in our environment are dangerous.

These things can cause pain, injury or harm to a human being

are needles, knives, broken glasses, rusted nails and tins.

Figure 9 Dangerous non-living things

Science and Technology 3.indd 10 30/07/2021 15:27

HIV and AIDS...................................................................... 84

Writers: Dr Yusufu Selemani, Dr Godson Lema,

3. hy did the teacher advise Dinia and Daima not to

(ii) Tell your friend to listen from one end.