Sarawak Practical Science Assessment Yr6

JABATAN PELAJARAN NEGERI SARAWAK

UPSR

SCIENCE PRACTICAL WORK ASSESSMENT( PEKA )

YEAR 6

1.0 INTRODUCTION

The UPSR Science Practical Work Assessment (PEKA) is a school based assessment that is implemented at school level as part of teaching and learning process. Each

PEKA/YR6/JPNS

assessment consists of three components and to be used by teachers as assessors to carry out the assessment in a coordinated manner.

2.0 Teacher’s guide Teacher’s guide is a brief lesson plan to help teachers during the teaching and learning process. Teachers can modify the lesson plan in accordance to the pupils abilities and

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

3.0 Activity Sheets- (Appendix).

Activity sheets are to be given to the pupils during the assessment. It outlines the procedures and steps to help pupils to 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 submitted as evidence.

SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6

TEACHER’S GUIDE DATE : ______________

INVESTIGATING LIVING THINGSActivity Code 6/1/1/1.1/ 1.1.1 & 1.1.2Learning Areas: 1. Interaction among living things.

PEKA/YR6/JPNS

1

Learning Objectives 1. Understanding that some animals live in group and some live solitary.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 activities Classifying

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?


NAME : _____________________________ DATE : ______________APPENDIX 1 ACTIVITY SHEET CRITERIA

PEKA/YR6/JPNS

1

Procedures:

Study the animals in the picture below.1. Group these animals according to their eating habits. a. Carnivores b. Herbivores c. Omnivores2. Group these animals according to the way they live. a. Solitary animals b Group animals

SPS SPS 2Criteria C1 C2 C3 C4Tick


NAME : _____________________CLASS : _______DATE : ____________WORKSHEET 1 CRITERIA

A. Group the animals according to their eating habits. SPS 2

PEKA/YR6/JPNS

1

B. Give reasons for grouping the animals in……

Group X: ___________________________________________________

Group Y:___________________________________________________

Group Z:___________________________________________________

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

C1

SPS 2C2C3

SPS 2C4

PEKA/YR6/JPNS

Group X Carnivores

Group YHerbivores

Group ZOmnivores

Group SLive Solitary

Group TLive in groups

D. Why do animals in group S live solitary?

________________________________________________________

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

________________________________________________________

SPS 2C3


TEACHER’S GUIDE: DATE : ______________INVESTIGATING LIVING THINGS

Activity 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 a form 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 activities STEPS

PEKA/YR6/JPNS

2

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 a few weeks. Based on their observation above, what is the basic need for the plants to compete?

2. Action Predict what will happen if the plants do not have enough space to 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 Pot Y. 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 and Y? 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 Pot Y

PEKA/YR6/JPNS

Pot A Pot B

2

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 pot Y and 50 green beans in pot X.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 SPS 6 SPS 7 SMS 1 SMS 2 SMS 3Criteria C2 C3 C4 C1 C2 C6 C4 C5 C1 C2 C3Tick


NAME : _____________________________ DATE : ______________WORKSHEET 1 CRITERIA

A. Draw your observation after a week.

Pot X:

Pot Y :

SPS 4C2

SPS 7C6

SMS 3C1C2C3

PEKA/YR6/JPNS

2


NAME : ____________________CLASS :_______ DATE : _____________WORK SHEET 2 CRITERIA

A. Answer the questions below based on your experiment.

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_________

SPS7C2

SPS 4

C4

SPS 4

PEKA/YR6/JPNS

2

Place both pots in the _______________________________

C. What did you find out from the experiment?

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__________________________________________

C3

SPS 6C1


TEACHER’S GUIDE DATE : ______________INVESTIGATING FORCE AND ENERGY

Activity Code 6/2/1/1.2/1.2.3Learning Areas 1. ForceLearning Objectives 1.2 Understanding the effect of force. Learning Outcomes 1.2.3. Stating that force can change the shape of an object.

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

Materials : Appendix 1, Worksheet 1

Method : Group activities Experiment

STEPS1. Briefing:

Teacher demonstrates to the class the effect of force on objects. - press the plasticine. - step on an empty can. - stretch a rubber band. Ask pupils to state their observation when force is applied on each object?

2. Action Ask pupils to predict the shape of the spring when it is stretched. Is there any other ways that force can be applied to enable the spring to be stretch

longer?

PEKA/YR6/JPNS

3

Retortstand

Prepare the apparatus as shown in the diagram above. Hang a few marbles on the spring accordingly. ( 2, 4, 6, 8 marbles). Measure the length of the spring each time more marbles are added. 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 time more marbles are added?


NAME : _____________________________ DATE : ______________Appendix 1 ACTIVITY SHEET

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

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 4 SPS 5 SPS 6 SPS 7 SMS 1 SMS 2Criteria C1 C2 C4 C3 C1 C1 C2 C4 C1 C2 C3 C1Tick

PEKA/YR6/JPNS

3

Spring

Marbles

Plastic bag

Spring

Marbles

Retort stand

Plastic bag


NAME : _____________________________ DATE : ______________WORKSHEET CRITERIA

A. Write your observation in the table below.

Number of marbles Length of the Spring (cm)2468

B. Complete the table below.

What is changed?

____________________

What is observed?

____________________

C. What is the relationship between what is changed and 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 after each time more marbles are added?________________________________________________

F. What conclusion can be made from the experiment? Force can________________________________________

SPS 4C1C2

SPS 7C2

SPS 7C1

SPS 7C4

SPS 5C3

SPS 6C1

PEKA/YR6/JPNS

3


TEACHER’S GUIDE DATE : ______________INVESTIGATING FORCE AND ENERGY

Activity 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 (sand paper, 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. Action a. 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. 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?


NAME : ___________________CLASS :______ DATE : ______________

PEKA/YR6/JPNS

4

4

Appendix 1 ACTIVITY SHEET

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.

SPS/SMS SPS 4 SPS 5 SPS 6 SPS 7 SMS 1Criteria C1 C3 C3 C1 C1 C2 C7 C1Tick


NAME : _________________CLASS: _________ DATE : ______________WORKSHEET CRITERIA

PEKA/YR6/JPNS

4

A. Complete the table below. What is changed? What is observed?

B. What is the relationship between what is changed and what is observed?

As_____________________________ ___________________, the _______________________________ _______________________

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

i. Set up a ________________________________________________

ii. Release a toy car _________________________________________

iii. Change the _____________________________________________

iv. Measure the ____________________________________________

D. What conclusion can be made from the experiment?

The_______________ surface has ______ _________________ and

the _______________ surface has ______ _____________________

SPS 4C1C3

SPS 7C2

SPS 7C1

SPS 7C4

SPS 5C3

SPS 6C1


TEAHER’S GUIDE DATE : ______________INVESTIGATING FORCE AND ENERGY

Activity Code 6/2/2/2.1/2.1.1

PEKA/YR6/JPNS

5

Learning 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?


NAME : _____________________________ DATE : ______________Appendix 1 ACTIVITY SHEET

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 the table below.

PEKA/YR6/JPNS

5

Name Time taken Speed

SPS/SMS SPS 4 SPS 5 SPS 7 SMS 1Criteria C1 C2 C3 C1 C2 C1Tick


NAME : _______________________CLASS :______ DATE : _________________WORKSHEET CRITERIA

PEKA/YR6/JPNS

5

A. Write your observation in the table What is changed?

___________________

What is measured?

___________________________

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

Time i) Name: ( )

ii) Name: ( )

iii) Name: ( )

SPS 4C1C3

SPS 7C2

SPS 5C3


TEACHER’S GUIDE 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 to grow.

PEKA/YR6/JPNS

6

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 in the cupboard. Bread Y is put in the transparent plastic bag and keeps in a refrigerator. 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.


NAME : ____________________CLASS: ________DATE : _____________

Appendix 1 ACTIVITY SHEET

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

PEKA/YR6/JPNS

6

Bread X Bread Y

1. Prepare 2 slices of bread.2. Bread X is put in a transparent plastic bag with few holes on it. Put it in the cupboard.3. Bread Y is 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/SMS SPS 4 SMS 2 SMS 3Criteria C1 C2 C3 C4 C2 C4 C1 C3 C4Tick


NAME : _____________________CLASS : _______ DATE : ____________

WORKSHEET CRITERIAA. Draw your observations in the space provided

SPS 4C1C2C3

PEKA/YR6/JPNS

6

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

______________________________________________________ _______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

SPS 4C4


TEACHER’S GUIDE DATE : ______________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. 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.

PEKA/YR6/JPNS

7

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:

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

PEKA/YR6/JPNS

7

SPS SPS 4 SPS 7 SMS 1 SMS 2 SMS 4CRITERIA C3 C4 C2 C1 C1 C2TICK


NAME : _____________________CLASS ;_______ DATE :____________WORKSHEET 1 CRITERIA

A. State the steps of preserving the fish.

1 __________________________________________________________

2 __________________________________________________________

3 __________________________________________________________

4__________________________________________________________

5__________________________________________________________

B. Why do you choose salting in your preservation project?

___________________________________________________________

___________________________________________________________

___________________________________________________________

SPS 7C4

SPS 4C3

PEKA/YR6/JPNS

7

Penaung

En. Su Hiong Ai Ketua Sektor Sektor Penilaian dan Peperiksaan

Jabatan Pelajaran Negeri Sarawak

Penasihat:

En Lananan bin Mohamad Penolong Pengarah Unit Pentaksiran

Sektor Penilaian dan Peperiksaan Jabatan 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 Kawasan SK ST. Theresa Padungan, Kuching

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

5. Pn. Sinah Robinson Ketua Pentaksir Kawasan SK. Serian, Kota Samarahan

AJK Pemurni Modul:

1. Pn. Rokiah Bujang SK Merpati Jepang, Kuching

2. Pn Zaliana Abdullah SK Astana, Kuching

PEKA/YR6/JPNS

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

4. En. Mohamad Ya’akub b. Smail Ketua Pentaksir Kawasan SK Jalan Arang, Kuching

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.

PEKA/YR6/JPNS

Documents

Sarawak Practical Science Assessment Yr6