practical science assessment yr6.doc

7/30/2019 practical science assessment yr6.doc

1/33

JABATAN PELAJARANNEGERISARAWAK

UPSR

SCIENCE PRACTICAL WORKASSESSMENT

( PEKA )

YEAR 6

PEKA/YR6/skfk1


2/33

1.0 INTRODUCTION

The UPSR Science Practical Work Assessment (PEKA) is a school

based assessment that is implemented at school level as part ofteaching and learning process. Each assessment consists ofthree components and to be used by teachers as assessors tocarry out the assessment in a coordinated manner.

2.0 Teachers guide

Teachers guide is a brief lesson plan to help teachers during theteaching and learning

process. Teachers can modify the lesson plan in accordance tothe pupils abilities and

readiness. Not all the assessments are to be used once the pupilshave mastered the required skills.

3.0 Activity Sheets- (Appendix).

Activity sheets are to be given to the pupils during theassessment. It outlines the procedures and steps to help pupilsto carry out the activities during the assessment period.

4.0 Worksheets

Worksheets are to be given to the pupils during the assessment.Pupils are asked to complete the exercises and to be submittedas evidence.

PEKA/YR6/skfk1


3/33

SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6

TEACHERS GUIDE DATE :______________

INVESTIGATING LIVING THINGSActivity Code 6/1/1/1.1/ 1.1.1 & 1.1.2Learning Areas: 1. Interaction among living things.Learning Objectives 1. Understanding that some animals live

in group and some livesolitary.

Learning Outcomes 1.1.1 State that some animals live in group.1.1.2 State that some animals live solitary.

Apparatus: Pictures of animals (APP 1)Worksheets (WS 1)

Method : Individual activitiesClassifying

STEPS

1. Briefing:Discussion:

Name different types of animals.

Identify their habitats.

Identify their eating habits (carnivores/herbivores/omnivores).

Identify their external features/special characteristics.

2. Action:

Teacher gives instructions on how to do the activities.

Study the pictures given. Follow the instructions in (APP1).

Classify the animals according to different categories.

3. Debriefing:

Teacher concludes by asking questions:State different groups of animals that you have identify.Why are these animals grouped together?

PEKA/YR6/skfk1

1


4/33


NAME : _____________________________ DATE :______________APPENDIX 1 ACTIVITY SHEET CRITERIA

PEKA/YR6/skfk1

1


5/33

Procedures:

Study the animals in the picture below.1. Group these animals according to their eatinghabits.

a. Carnivoresb. Herbivoresc. Omnivores

2. Group these animals according to the way they live.a. Solitary animalsb Group animals

SPS SPS 2Criteri

a

C1 C2 C3 C4

Tick

SCIENCE PRACTICAL ASSESSMENT (PEKA)

PEKA/YR6/skfk1


6/33

YEAR 6

NAME : _____________________CLASS : _______DATE :____________

WORKSHEET 1 CRITERIA

A. Group the animals according to their eating habits.

B. Give reasons for grouping the animals in

Group X:___________________________________________________

GroupY:___________________________________________________

GroupZ:___________________________________________________

SPS 2C1

SPS 2C2C3

PEKA/YR6/skfk1

Group X

Carnivores

Group YHerbivores

Group ZOmnivores


7/33

C. Group the animals according to the ways they live.

D. Why do animals in group S live solitary?

________________________________________________________

E. Why do animals in group T live in group?

________________________________________________________

SPS 2

C4

SPS 2C3

PEKA/YR6/skfk1

Group SLive Solitary Group TLive in groups


8/33


TEACHERS GUIDE: DATE :______________

INVESTIGATING LIVING THINGSActivity Code 6/1/1/1.2/1.2.5 & 1.2.6Learning Areas 1. Interaction among living things.Learning Objectives 1.2 Understanding that competition is aform of interaction.Learning Outcomes 1.2.5 Plants compete for limited space.

1.2.6 Plants compete for limited water.

Apparatus : green beans, 2 pots of the same size, cotton wool,

Materials : Appendix 1, worksheet 1 and 2

Method : Group activitiesSTEPS

1. Briefing:

Teacher asks pupils to name basic needs of plants.

Observe the plants in pot A and pot B

Explain their observation (inference).

Predict what will happen to the plants in Pot A and Pot B after afew weeks.

Based on their observation above, what is the basic need for theplants to compete?

2. Action

Predict what will happen if the plants do not have enough spaceto grow.

Suggest an experiment to prove your prediction.Example:

Fill the two pots with cotton wools of the same size.Pour the same amount of water into each pot.Plant 5 green beans in Pot X and 50 green beans in PotY.

PEKA/YR6/skfk1

2

Pot A Pot B


9/33

Water the plants with the same amount of water everyday.Observe the green bean plants on both Pots after 1 week.Record your observation in the table in worksheet 1.

3. Debriefing:

Teacher concludes by asking questions.Predict what will happen to the plants in Pot X andY?Explain predictions.


NAME : _____________________CLASS :_______DATE :____________

Appendix 1 ACTIVITY SHEET

Procedures:Carry out a fair test.Complete the worksheet given.

Green beans

Cotton wool

Pot X PotY

1. Fill the two Pots with cotton wools of the same size.2. Pour the same amount of water into each pot.3. Plant 5 green beans in potYand 50 green beans in pot X.

PEKA/YR6/skfk1

2


10/33

4. Observe the green beans plants in both Pots after 1 week.5. Record your observation in the table in worksheet 1.

SPS/SMS

SPS 4 SPS6

SPS 7 SMS 1 SMS 2 SMS 3

Criteria

C2 C3 C4

C1 C2 C6

C4 C5 C1

C2 C3

Tick

PEKA/YR6/skfk1


11/33

PEKA/YR6/skfk1


NAME : _____________________________ DATE :______________

WORKSHEET 1 CRITERIAA. Draw your observation after a week.

Pot X:

PotY:

SPS 4C2

SPS 7C6

SMS 3C1C2C3

2


12/33


NAME : ____________________CLASS :_______ DATE :_____________

WORK SHEET 2 CRITERIAA. Answer the questions below based on yourexperiment.

i. State.

a. What is changed ( manipulated variable)?

_____________________________________________________

b. What is observed ( responding variable)?

______________________________________________________

c. What are kept the same (constant variable)?

______________________________________________________

B. Fill in the blanks below

We prepared __________ pots of the________ size. Put

the

same size of ________________in each pot. Pour the

same

amount of____________ in each pot. Put

___________green

beans in pot__________ and ______ in pot_________

Place both pots in the

_______________________________

C. What did you find out from the experiment?

SPS7C2

SPS 4

C4

SPS 4C3

SPS 6C1

PEKA/YR6/skfk1

2


13/33

I found out that the green bean in .

i. Pot

X:______________________________________________

ii. Pot

Y:______________________________________________

D. What conclusion can be made from the

experiment?

Plants compete

for__________________________________________



INVESTIGATING FORCE AND ENERGYActivity Code 6/2/1/1.2/1.2.3

Learning Areas 1. ForceLearning Objectives 1.2 Understanding the effect of force.Learning Outcomes 1.2.3. Stating that force can change the shapeof an object.

Apparatus : retort stand, spring, marbles, plastic bag,

Materials : Appendix 1, Worksheet 1

Method : Group activitiesExperiment

STEPS1. Briefing:

Teacher demonstrates to the class the effect of force onobjects.

- press the plasticine.- step on an empty can.- stretch a rubber band.

PEKA/YR6/skfk1

3


14/33

Ask pupils to state their observation when force is applied oneach object?

2. Action

Ask pupils to predict the shape of the spring when it isstretched.

Is there any other ways that force can be applied to enablethe spring to be stretch

longer?

Prepare the apparatus as shown in the diagram above.

Hang a few marbles on the spring accordingly. ( 2, 4, 6, 8marbles).

Measure the length of the spring each time more marbles areadded.

Record your observation in the table.3. Debriefing:

Teacher asks pupils to explain their findings.

Teacher concludes by asking questions:

What happened to the length of the spring each timemore marbles are added?

Procedures:Carry out a fair test.Complete the worksheets given.

PEKA/YR6/skfk1


NAME : _____________________________ DATE :______________


3

Spring

Marbles

Retortstand

Plastic bag

SpringRetort stand


15/33

1. Prepare the apparatus as shown in the diagram above.2. Hang a few marbles on the spring accordingly. ( 2, 4, 6, 8

marbles)3. Measure the length of the spring each time more marbles are

added.4. Record your observation in the table.

SPS/SMS

SPS 4SPS5

SPS 6 SPS 7 SMS 1SMS

2Criteria

C1 C2 C4

C3 C1

C1 C2 C4 C1 C2 C3

C1

Tick

PEKA/YR6/skfk1

Marbles

Plastic bag


16/33

PEKA/YR6/skfk1


NAME : _____________________________ DATE :______________

WORKSHEET CRITERIAA. Write your observation in the table below.

Number ofmarbles

Length of the Spring(cm)

2468

B. Complete the table below.

What is changed?

____________________

What isobserved?

____________________

C. What is the relationship between what is changedand what is observed?

As______________________ ___________________, the

______________________________________________________

D. State the steps in your experiment.

i. Set up a_____________________________________________

ii. Hang_______________________________________________

iii. Put some____________________________________________

iv. Measure____________________________________________

E. What happened to the length of the spring aftereach time more marbles are added?________________________________________________

F. What conclusion can be made from theexperiment?

Force can________________________________________

SPS 4

C1C2

SPS 7C2

SPS 7C1

SPS 7C4

SPS 5C3

SPS 6C1

3


17/33


DATE : ______________

INVESTIGATING FORCE AND ENERGYActivity Code 6/2/1/1.3/1.3.7Learning Areas 1. Friction.Learning Objectives 1.3 Analyzing friction.Learning Outcomes 1.3.7 Different types of surfaces affect the

distance a toy car moved.

Apparatus: A toy car / trolley, difference types of surfaces (sandpaper, plastic mat, cement)

measuring tape and ram.

Materials : Appendix 1, worksheet


STEPS1. Briefing:

a. Teacher asks pupils to observe different types of surfaces(cement/sand paper/

plastic mat/wood)b. Teacher asks pupils to predict:

On which surface does a toy car move the furthest?On which surface does a toy car move the shortest

distance?c. Ask pupils to give reasons (inferences) for their answers.

2. Actiona. Ask pupils to prepare the apparatus as shown in the diagram.

( sand paper / cement / plastic mat / glass)

b. Release the toy car from the same point on the ram.c. Measure the distance of the toy car travelled on each surface.

PEKA/YR6/skfk1

4


18/33

d. Record your observation in a table.

3. Debriefing:a. Ask pupils to explain their findings.

On which surface did the toy car move the furthest?

On which surface did the toy car move the shortest distance?

Procedure:Carry out a fair test.Complete the worksheets given.

(Sand paper / cement / plastic mat / glass)

1 Release the toy car from the same point on the ram.2 Measure the distance of the toy car travelled on each surface.3 Record your observation in a table.

PEKA/YR6/skfk1


NAME : ___________________CLASS :______ DATE :______________


4


19/33

SPS/SMS

SPS 4 SPS 5 SPS 6 SPS 7 SMS 1

Criteria

C1 C3 C3 C1 C1 C2 C7 C1

Tick

PEKA/YR6/skfk1


20/33

PEKA/YR6/skfk1


NAME : _________________CLASS: _________ DATE :______________

WORKSHEET CRITERIAA. Complete the table below.

What ischanged?

What is observed?

B. What is the relationship between what is changedand what is observed?

As_____________________________

___________________, the_______________________________

_______________________

C. State the steps that you have done in theexperiment.

i. Set up a________________________________________________

ii. Release a toy car_________________________________________

iii. Change the_____________________________________________

iv. Measure the____________________________________________

D. What conclusion can be made from theexperiment?

The_______________ surface has _______________________ and

the _______________ surface has ___________________________

SPS 4C1C3

SPS 7C2

SPS 7C1

SPS 7C4

SPS 5C3

SPS 6C1

4


21/33


DA

TE : ______________INVESTIGATING FORCE AND ENERGY

Activity Code 6/2/2/2.1/2.1.1Learning Areas 2. SpeedLearning Objectives 2.1 Analyzing speed.Learning Outcomes 2.1.1 State that an object which moves faster

takes a shorter time to travel in a a given distance.

Apparatus: a stop watch, a metre ruler / measuring tape.Materials : Appendix 1, Work sheet 1


STEPS1. Briefing:Discussion:

Ask two pupils to walk from the back to the front of the classroom.

Teacher asks questions.Who walked the fastest?How do you know he/she walked the fastest?Who took the shortest time?

Did they walk the same distance?

2. Action:

Ask pupils to work in a group of 5.

Each group is given a stop watch, a metre ruler or measuring tape.

Ask three pupils to run at a distance of 30 metres.

Measure the time taken by each pupil.

Calculate the speed of each pupil.

3. Debriefing:

Teacher concludes by asking questions:Who is the fastest?Who is the slowest?

PEKA/YR6/skfk1

5


22/33

Procedures:Carry out an investigation in the field.Complete the work sheet given.

1. Work in a group of 5.2. In each group, ask three pupils to run a distance of 30 metres.3. Measure the time taken by each pupil.4. Record the time taken and calculate the speed of each pupil in thetable below.

Name Time taken Speed

PEKA/YR6/skfk1


NAME : _____________________________ DATE :______________


5


23/33

SPS/SMS

SPS 4 SPS 5 SPS 7 SMS 1

Criteria C1 C2 C3 C1 C2 C1Tick

PEKA/YR6/skfk1


24/33

PEKA/YR6/skfk1


NAME : _______________________CLASS :______ DATE :_________________

WORKSHEET CRITERIAA. Write your observation in the table

What is changed?

___________________

What is measured?

___________________________

B. Calculate the speed of each pupil. Speed= Distance

Timei) Name: ( )

ii) Name: ( )

iii) Name: ( )

SPS 4C1C3

SPS 7C2

SPS 5C3

5


25/33


DATE : ______________

INVESTIGATING MATERIALActivity Code 6/3/1/1.1/1.1.4Learning Areas 1. Food preservation.Learning Objectives 1.1 Understanding food spoilage.Learning Outcomes 1.1.4 State the condition for microorganism togrow.

Apparatus: 2 pieces of bread, transparent plastic bag, magnifying glass /microscope.

Method : Individual activity.Experiment.

STEPSBriefing:

Observe two slices of bread.Bread A is mouldy and bread B is fresh.

Ask pupils to differentiate between the 2 slices of bread.

State their inference.

What are the basic needs for fungi to grow?

Action:

Prepare 2 slices of bread.

Bread X is put in a transparent plastic bag with few holes on it. Put it inthe cupboard.

BreadYis put in the transparent plastic bag and keeps in arefrigerator.

Observe the bread after 5 days.

Record your observation in the worksheet.

Debriefing:

Ask pupils to report their observation. What is the suitable condition for fungi to grow?

Explain why mouldy bread cannot be eaten.

PEKA/YR6/skfk1

6


26/33


NAME : ____________________CLASS: ________DATE :_____________


Procedures:Carry out a fair test.Complete the worksheets given.

Bread X Bread Y

1. Prepare 2 slices of bread.

PEKA/YR6/skfk1


27/33

2. Bread X is put in a transparent plastic bag with few holes on it. Put it inthe cupboard.

3. BreadYis put in a transparent plastic bag and kept in a refrigerator.4. Observe the bread after 5 days.

5. Record your observation in the worksheet.

SPS/S

MS

SPS 4 SMS 2 SMS 3

Criteria

C1 C2 C3 C4 C2 C4

C1 C3 C4

Tick


NAME : _____________________CLASS : _______ DATE :____________

WORKSHEET CRITERIAA. Draw your observations in the space provided

SPS 4C1C2C3

PEKA/YR6/skfk1


28/33

B. Write a brief report.i What did you do in the experiment?ii What did you find out from the experiment?

______________________________________________________

_______________________________________________________

_______________________________________________________

________________________________________________

_______

_______________________________________________________

_______________________________________________________

SPS 4C4



INVESTIGATING MATERIAL

Activity Code 6/3/1/1.2/1.2.1Learning Areas 1. Food preservation.Learning Objectives 1.2 Understanding food spoilage.Learning Outcomes 1.2.1 Describe ways to preserve food.

Apparatus: a fish, some salt, knife.

Method : Individual activity.

PEKA/YR6/skfk1

7


29/33

Project work.

STEPSBriefing:

Observe 2 fish in two different conditions.

i. a stale fishii. salted fish

Which of these fish is safe to eat?

State your reasons (inferences).

Action:

Preserving fish.

Suggesting ways to preserve fish.

Carrying out an activity to preserve the fish.

Write the steps of preserving fish.

Debriefing:

Ask pupils to report their observation.

Teacher concludes by asking questions:Why do you use salt to preserve the fish?

State other ways to preserve fish?


NAME : ___________________CLASS: _______ DATE :_____________Appendix 1 ACTIVITY

SHEET

Procedures:

PEKA/YR6/skfk1

7


30/33

1. Suggest ways to preserve fish.2. Carry out an activity to preserve the fish.3. Write the steps of preserving fish.

SPS SPS 4 SPS 7 SMS 1 SMS 2 SMS 4CRITERIA

C3 C4 C2 C1 C1 C2

TICK


NAME : _____________________CLASS ;_______ DATE:____________

WORKSHEET 1 CRITERIA

A. State the steps of preserving the fish.

1SPS 7C4

PEKA/YR6/skfk1

7


31/33

__________________________________________________________

2______________________________________________________

____

3__________________________________________________________

4__________________________________________________________

5__________________________________________________________

B. Why do you choose salting in your preservationproject?

___________________________________________________________

___________________________________________________________

___________________________________________________________

SPS 4C3

PEKA/YR6/skfk1


32/33

Penaung

En. Su Hiong Ai Ketua Sektor

Sektor Penilaian dan PeperiksaanJabatan Pelajaran Negeri Sarawak

Penasihat:

En Lananan bin Mohamad Penolong PengarahUnit PentaksiranSektor Penilaian dan PeperiksaanJabatan Pelajaran Negeri Sarawak

Penulis Modul:1. En. Ettin Lambat Ketua Pentaksir Negeri (PEKA Sains)

SK ST Faith, Kuching

2. En. Wellington Laichon Gaong Ketua Pentaksir Kawasan (PEKA Sains)SK Empila Kota Samarahan

3. Pn Azmiera Abdullah Pentaksir KawasanSK ST. Theresa Padungan, Kuching

4. Pn. Elizabeth Jimen SK. Catholic English, Kuching

5. Pn. Sinah Robinson Ketua Pentaksir KawasanSK. Serian, Kota Samarahan

AJK Pemurni Modul:

1. Pn. Rokiah Bujang SK Merpati Jepang, Kuching

2. Pn Zaliana Abdullah SK Astana, Kuching

3. Pn. Lai Pei Fong Ketua Pentaksir KawasanSJK Chung Hua Batu 32, Samarahan

4. En. Mohamad Yaakub b. Smail Ketua Pentaksir KawasanSK Jalan Arang, Kuching

PEKA/YR6/skfk1


33/33

5. Pn. Sim Phoi Kiang SJK Chung Hua No 4, Kuching

REFERENCES

Md. Arris bin Abu Yamin, et. al (2007). Integrated Curriculum For PrimarySchools : Science Year 6 Practical Book Year Six. Kuala Lumpur:DewanBahasa dan Pustaka.

Assessment Guide : Science Practical Work Assessment. Lembaga Peperiksaan Malaysia Kementerian Pelajaran Malaysia 2008.

Documents

practical science assessment yr6.doc