Science Practical Assessment Yr 5

8/3/2019 Science Practical Assessment Yr 5

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1.0 INTRODUCTION

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

three 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 submitted

as evidence.

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SCIENCE PRACTICAL

ASSESSMENT (PEKA)YEAR 5

NAME : ________________________CLASS: ______DATE :___________

Appendix 1 ACTIVITY SHEET

Procedure :

Carry out an activity.Complete the worksheets given.

1. Drip a few drops of water onto a slice of bread.2. Put the bread in a transparent plastic bag on the table for five

days.3. Observe the bread after five days. (do not take out the bread

from the plastic bag).4. Use a hand lens to observe the bread.5. Draw what you observed.6. Record your observation.

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SCIENCE PRACTICALASSESSMENT (PEKA)

YEAR 5

NAME : ________________________CLASS: ______DATE :___________

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SPS/SMS

SPS 4 SMS 3

Criteria C1 C 2 C 3 C 1 C 2 C 3Tick


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YEAR 5

TEACHERS GUIDE DATE :______________

INVESTIGATING LIVING THINGS

Activity Code 5/1/2/2.2/2.2.5Learning Area 2. Survival of the Species.Learning Objective 2.2 Understanding that different plants

have their own ways to

ensure the survival of their species.

Learning Outcome 2.2.5 Identify the characteristics of seedsand fruits to the ways they

are dispersed.

Apparatus : manila cards, science textbooks, scissors, magnifyingglass

Teacher has to come withany fruit available orpictures of fruits.

Method : Group activitiesExperiments

Steps

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WORKSHEET 1 CRITERIA

A. Draw your observation.

. u a c you can see ac spo s on ebread.

What do you observeObservation Day 1 Day 2 Day 3 Day 4 Day 5Black spots

C. Answer all the questions.

1. What did you see on the bread?

______________________________________________

2. Give a reason why the mould could grow on thebread?

________________________________________________________

D. Conclusion :

A Mould is a type of _________________. It is a livingthing because it

________________________________________________________

SPS 4

C1

C2

SMS 3

C1

C2

C3

SPS 4

C1C2

SPS 4

C3


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Ladies finger

B

Angsana

Lallang

C

Rambutan

Tomato

Love grass

D

Lotus fruit

Coconut

SPS SPS 1 SPS 2 SPS 4Criteria C1 C2 C1 C3 C1

Tick


YEAR 5

NAME : ____________________CLASS :_______ DATE:______________

WORKSHEETCRITERIA

A. Complete the table below. Write any other fruits orseeds beside the ones used in this investigation.

Dispersed byWind

Dispersed by Water

SPS 1C1C2

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Dispersed byAnimals

Dispersed byExplosive

Mechanism

B. How do the characteristics of the fruits and seeds

at each station helped

them to be dispersed?

___________________________________________________

_____

___________________________________________________

_____

C What will happen if the fruits and seeds are not

dispersed?

____________________________________________________

____

________________________________________________________

SPS 2

C1

C3

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5


INVESTIGATING FORCE AND ENERGY

Activity Code 5/2/2/2.2/2.2.3

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Learning Area 2 ElectricityLearning Objective 2.2 Understanding a series circuit and aparallel circuit.Learning Outcome(s) 2.2.3 Comparing the brightness of the bulbin a series circuit and a

parallel circuit.

Apparatus : Battery holder, 2 AA size batteries, 2 bulbs withholders, switch,

a piece of A4 paper, wires with crocodile clips.

Method : Group activities.Experiment.

STEPS

1. Briefing:

Discussion:

What happened to the bulbs when the two circuits arecompleted?

Which circuit has brighter bulbs?

The set-up experiment.

2. Action:

Teacher explains on how to build a circuit.

Teacher tells the pupils the arrangement of a series circuit andparallel circuit.

Compare the brightness of the bulbs between the two circuits.

Observe and record your findings.3. Debriefing:

Ask pupils to report their findings.

What can you conclude from the two experiments?

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A complete circuit Parallel circuitSeries circuit


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YEAR 5

NAME : ___________________CLASS : __________DATE :___________


Procedures:Carry out an activity.Complete the worksheet given.

1. Draw a series circuit and a parallel circuit diagram onto the A4paper provided.

2. Build a series circuit and a parallel circuit according to thediagrams that you have drawn.

3. Switch the circuits on.4. Compare the brightness of the bulbs between the two circuits.5. Observe and record your findings.

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A completecircuit

Parallel circuitSeries circuit


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YEAR 5

NAME : __________________CLASS :___________DATE :

____________

WORKSHEET CRITERIA

A. Draw your observation in the table below.

Series circuit Parallel circuit

B. Identify the variables.

What are kept thesame?What is changed?What is observed?

C. Define a complete circuit.____________________________________________________

_____

SPS 4

C1

C2

SMS 3

C1

C2

C3

SPS 7

C2

C3

SPS 6

C1

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SPS/SMS

SPS 4 SPS 6 SPS 7 SMS 3

Criteria

C1 C2 C3 C1 C2 C3 C2 C3 C1 C2 C3

Tick

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D. Define an incomplete circuit.____________________________________________________

_____

E. Which circuit has a brighter bulb?_________________________________________________________

F. What do you conclude from the investigation?

The bulbs in a ___________________ circuit arebrighter than the bulbs

in a ____________________ circuit.

C2``

C3

SPS 4

C3


YEAR 5

TEACHERS GUIDEDATE : ______________


Activity Code 5/2/3/3.1/3.1.4Learning Area 3 LightLearning Objective 3.1 Understanding that light travels in astraight line.Learning Outcome 3.1.4 Design a fair test to find out whatfactors cause the size of

shadow to change by deciding whatare kept the same, what is

changed and what is observed.

Apparatus : torch,metre ruler, plasticine, square cards (3cm x 3cm)or any object, screen

Method : Group activitiesExperiment

STEPS

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1. Briefing: Discussion:

Teacher demonstrates on how the shadow is formed

How to change the size of the shadow?2. Action:

Teacher asks pupils to carry out an experiment.

Teacher asks pupils to record their observation.

3. Debriefing:

Ask pupils to report their findings.What do you conclude from the experiment?


YEAR 5

NAME : ______________________CLASS :_______DATE :____________


Procedures:Set up an experiment as shown in the diagram below.

Answer the worksheets given.

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shadowSquare card (anyobject)Torch /Light source

Screen

10 cm 5 cm

shadow

Square card (anyobject)

Torch/Light Source

Screen


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1. Place the square card (object) 5 cm from the screen.2. Put the torch (light source) 10 cm from square card (object).3. Shine the light source on the square card (object) to form a

shadow on the screen.4. Mark the position of the torch (light source).5. Calculate the area of shadow formed. (Length X width)6. Repeat steps 3 to 6 by changing the distance between the torch

(light source) and the square card (object) as shown in the tablegiven.

7. Record your observations.

SPS/SMS SPS 4 SPS 7 SMS 1Criteria C1 C2 C1 C2 C3 C5 C6 C1 C2 C3 C4Tick


YEAR 5

NAME : ___________________CLASS :_________DATE :____________


A. Record your observation in the table below.SPS 4

C1

C2

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Distance between theobject from the light

source (cm)

Area of the shadow( cm2)

10

15

20

25

10 cm 5 cm


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B. Identify the variables.

What are kept thesame?(constant variable)What is changed?(manipulated variable)What is observed?(responding variable)

C. State the relationship between what is changed andwhat is observed.

_________________________________________________________

D. What do you conclude from the experiment?

______________________________________________

SPS 7

C3C5

C6

SPS 7

C2

SPS 7

C1


YEAR 5



Activity Code 5/2/4/4.1/4.1.5 & 4.1.6Learning Area 4. HeatLearning Objective 4.1 Understanding that temperature is an

indicator of the degree ofhotness.

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LearningOutcomes 4.1.5 State the temperature of an object ormaterial which increases as

it gains heat.4.1.6 State the temperature of an object or

material which decreases as

it loses heat.

Apparatus : lighter, tripod stand, water, a stop watch, thermometer,wire gauge

retort stand, labogas, 250 ml beakerMethod : Group activities

ExperimentSTEPS

1. Briefing:

Discussion.Teacher explains how to set up the apparatus.

2. Action:

Set up the apparatus as shown ( refer to practical book page 38 ).

Measure the temperature of the water using thethermometer.

Start the stopwatch and heat the water at the same time.

Measure the temperature of the water every 2 minutes for 10minutes.

Record your observation in the table.Turn off the labogas and start your stopwatch at the same time.

Measure the temperature of the water every 2 minutes for 10 minutes.

Record your observation in the table.

3. Debriefing:


Teacher concludes the lesson by asking questions:What will happen to the water temperature as it gains heat?What will happen to the water temperature as it looses heat?


YEAR 5

NAME : ___________________CLASS : _________DATE :

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___________


Procedures:

1. Work in your own group.2. Set up the apparatus as shown below.3. Measure the temperature of the water using the thermometer.2. Start the stopwatch and heat the water at the same time.3. Measure the temperature of the water every 2 minutes for 10

minutes.4. Record your observation in the table.5. Turn off the labogas and start your stopwatch at the same time.6. Measure the temperature of the water every 2 minutes for 10

minutes.7. Record your observation in the table given in your worksheet.

Then answer all the questions.

SPS/SMS

SPS 3 SPS 4 SPS 7 SMS 1

Criteria

C1 C2 C3 C4 C1 C2 C1 C2 C6 C1 C3

Tick

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YEAR 5

NAME : ____________________CLASS: ______ DATE :______________


A. State the following:

a. What is changed? ______________________________

b. What is observed? _____________________________

c. What are kept the same?_________________________

B. Record your observation in the table below

Time (min ) 0 2 4 6 8 10Temperature of waterwhen heated (0C)Temperature of waterwhen cooled (0C)

C. What is the trend in the temperature of water fromthe 2nd to the 10th

minute ?i. when

heated:___________________________________________

ii. whencooled:___________________________________________

D. Based on your observation,i. What is the relationship between the

temperature and the heatingtime?

The longer the heating time

_________________________________

________________________________________________________

SPS 7

C2

C6

SPS 3

C1

C2

C3

C4

SPS 4C1

C2

SPS 7

C1

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ii. What is the relationship between the

temperature and the coolingtime?

The longer the water is cooled the____________________________

_______________________________________________________


YEAR 5

TEACHERS GUIDE DATE: _____________

INVESTIGATING MATERIALS

Activity Code 5/2/2.1/2.1.1Learning Area 2 Acid and AlkaliLearning Objective 2.1 Understanding the properties ofacidic, alkaline and neutral

substances using litmus paper.Learning Outcome 2.1.1 Identify acidic, alkaline and neutralsubstance using litmus

paper.

Materials : Samples of substances such as lime juice, vinegar, liquiddetergent, water, shampoo,

tamarind juice, tea, tomato sauce, sugar solution, saltsolution, cooking oil, mineral

water and baking soda solution.

Apparatus: Blue and red litmus paper and Petri dish.Method : Group activities

Experiment

STEPS

1. Briefing:

Discussion:

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Teacher asks pupils to predict the taste of the following food:Rice, salt, green apple and sugar.Teacher informs pupils that each substance has certainproperties and can be identified the acidic, alkaline and neutralsubstances by using litmus paper.

Teacher demonstrates how to use litmus papers to taste theproperties of the substances.

2. Action:

Teacher asks pupils to carry out an experiment to identify acidic,alkaline and neutral

substances.

Teacher asks pupils to record their findings. Take note (Teacher tells pupils not to taste the substancesgiven to them)

3. Debriefing: Ask pupils to report their findings.

Teacher concludes the lesson by asking questions:What is acidic substance/ alkaline substance / neutral?


YEAR 5

NAME : ___________________CLASS: ______ DATE :______________


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Procedures:Carry out an activity.Complete the work sheet given.

1. Put the lime juice in the Petri dish.2. Test the lime juice with blue and red litmus paper.3. Repeat steps 1 and 2 on other substances.4. Record your observation.

Take note: Do not taste the substances used in this experiment.

SPS/SMS

SPS2 SPS4 SPS6 SMS 3

Criteria

C1 C2 C1 C2 C1 C2 C3 C4 C1 C2 C3

Tick

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YEAR 5

NAME : ____________________CLASS: _________DATE:____________


A. Write your observation in table below.

Substances The change in colour of litmuspaper

Blue litmuspaper

Red litmuspaper

VinegarSalt solutionSugar solutionLiquid detergentCooking oilShampooTamarid juiceTomato sauceWaterMineral waterTea solution

Lime juiceBaking sodasolution

B. Group the substances to acidic, alkaline and neutralsubstance.

SPS 4

C1

C2

SMS 3

C1

C2

C3

SPS 2

C1

C2

NeutralAlkalineAcidic

Substances


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YEAR 5

NAME : ___________________CLASS: ______ DATE :______________


C. Answer all the questions.

1. What is acidic substance?

Acidic substance changes the colour of

____________litmus paper to_________________.

2. What is alkaline substance?

Alkaline substance changes the colour of_______________litmus

paper to ____________________.

SPS 6

C1

C2

C3

C4


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SCIENCE PRACTICAL

ASSESSMENT (PEKA)YEAR 5


INVESTIGATING THE EARTH AND THE UNIVERSE

Activity Code 5/4/2/2.1/2.1.1

Learning Area 2 The Sun, The Earth and The Moon.Learning Objective 2.1 Understanding the movement of theEarth, the Moon and the

Sun.Learning Outcome 2.1.1 Describe the changes in length andposition of the shadow

throughout the day.

Apparatus : Measuring tape, graph paper, small flag, 50 cm metreruler or stick.

Method : Group activities.Experiment.

STEPS

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1. Briefing:

Discussion on the formation of shadow at different time of theday.

What happens to its length and its position?

2. Action:

Set up the apparatus as shown in the picture (refer to practical bookpage 59 ).

Mark the position of the shadow at 8.00 a.m. with a small flag andmeasure its length.

( time can be adjusted ).

Repeat step 2 every 30 minutes.

Record your observations;i) in the form of the table as shown on page 60 of the

practical book.ii) draw a graph of length of shadow versus time.

3. Debriefing:


Teacher concludes the lesson by asking questions:Where is the shadow in the afternoon?Where is the shadow in the morning?


YEAR 5

NAME : _____________________________ DATE :______________


Procedures: Carry out an activity

Complete the worksheet given

stick

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Shadow

1. Work in groups of four.2. Set up the apparatus as shown in the diagram below.3. Mark the position of the shadow at 8.00 a.m. with a small flag

and measure its length.( time can be adjusted )

4. Repeat step 2 every 30 minutes.5. Record your observations ;

i) in the table given or as shown on page 60 of the practicalbook.

ii) draw a graph of length of shadow versus time on yourgraph paper.

( refer to page 60 of your practical book for your guide )

SPS/SMS

SPS 3 SPS4 SPS7

SMS 3

Criteria C1 C2 C3 C4 C1 C2 C6 C1 C2 C3 C4Tick


YEAR 5

NAME : ___________________CLASS :_______ DATE :

______________


A. Record your observations in the table below.

Time Length of shadow(cm)

SPS 3

C1

C2

C3

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B. On your graph paper, draw a graph of length ofshadow versus time.

( refer to practical book page 60 )

Length of shadow

time

D. Describe the length of the shadow from morning tillnoon?

_____________________________________________________

_______________________________________________

SPS 4

C1

C2

SPS 7

C6

SMS 3

C1

C2

C3

C4

SPS 3

C4


YEAR 5


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INVESTIGATING THE WORLD AND THE UNIVERSE

Activity Code 5/4/2/2.3/2.3.3Learning Area 2 The Earth, the Moon and the Sun.

Learning Objective 2.3 Understanding the phases of theMoon.Learning Outcome 2.3.3 Describe the phases of the Moon.Method : Individual activity

Field study

STEPS

1. Briefing:

Discuss with pupils on how to carry out the field study and how

to record observations. Observations must be recorded systematically.

2. Action:

Ask pupils to get ready a piece of manila card measuring 30cm x30cm.

Get pupils to draw 30 squares ( 4cm x 4cm) on the manila card(refer Appendix A).

Observe the moon every night for 28 consecutive nights.

State the date of observation and draw the shapes (phases) of themoon observed everynight in the boxes on the recording sheet.

Ask pupils to do worksheet 1 after they have completed their fieldstudy.

3. Debriefing:


Pupils compare their observation.

Pupils arrange the phases of the moon according to the correct

sequence.

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YEAR 5

NAME : ___________________CLASS ; ________DATE :____________

INVESTIGATING THE WORLD AND THE UNIVERSE


Procedures:

1. Ask pupils to get ready a with piece of manila card measuring

30cm x 30cm.2. Get pupils to draw 30 squares ( 4cm x 4cm) on the manila card

(refer Appendix A).3. Observe the moon every night for 28 consecutive nights.4. State the date of observation and draw the shapes (phases) of

the moon observed everynight in the boxes on the recording sheet.

5. Ask pupils to do worksheet 1 after they have completed theirfield study.

SPS/SMS

SPS 4 SPS 5 SMS 3

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Criteria

C1 C2 C1 C4 C1 C2 C3 C4

Tick


YEAR 5

NAME : _____________________________ DATE :______________

WORKSHEET CRITERIA

Phases of the Moon

A. Draw the phases of the Moon according to thecorrect sequence in the

boxes provided below starting with the New Moon.Use the diagram

below to help you. Then label all the phases of themoon that you have

drawn.

SPS 5

C1

C4

SMS 3C1

C2

C3

C4

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YEAR 5


INVESTIGATING TECHNOLOGY

Activity Code 5/5/1/1.2/1.2.1Learning Area 1 Strength & Stability.Learning Objective 1.2 Understanding the strength and

stability of astructure.Learning Outcome 1.2.1 Identify the factors that affect the

strength of a structure.

Apparatus : Manila cards, science textbooks, scissors.

Method : Group activitiesExperiments.

Steps

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1. Briefing:

Pupils in their own group, cut the manila cards into A4 size. Cutinto 3 pieces.

Make three bridges, fold the first paper into 2 parts, the second

paper fold into 4 parts and the third paper fold into 8 parts. Observe what happened when one science textbook is placed on

the structure one after another.

A B C

2. Action:Carry out this activity in the classroom.

Cut the manila card into 3 A4 size. Fold the first piece into two parts,the second piece into

four parts and the third piece into eight parts.

Science textbooks are put on top of each structure one by one until itfalls.

Record the observation.

3. Debriefing:

Ask pupils to report their findings


YEAR 5

NAME : ____________________CLASS: _______ DATE :____________

ACTIVITY SHEET

Procedures: Carry out a fair test.

Complete the work sheets.

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A B C

1. Carry out this activity in the classroom.2.

Cut the manila card into 3 A4 size. Fold the first piece into twoparts, the second piece into four parts and the third piece intoeight parts.

3. Science textbooks are put on top of each structure one by oneuntil it falls.

4. Record the observation.

SPS SPS 7Criteria C1 C2 C4Tick


YEAR 5

NAME : _____________________CLASS:________DATE :____________

WORKSHEET CRITERIA

A. Record your observation in the table below

StructureNumber of Science textbooks on top

of the structure before it falls.

A

B

SPS 7

C1

C2

C3

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C

B Answer the following questions

i. What is changed in the experiment?

_______________________________________________________

_______________________________________________________

ii. What is observed in the experiment?

_______________________________________________________

_______________________________________________________

iii. What is kept the same?

_______________________________________________________

_______________________________________________________

C. What do you conclude from the experiment?

_________________________________________________________

_________________________________________________________

Penaung

En. Su Hiong Ai Ketua SektorSektor Penilaian dan Peperiksaan

Jabatan Pelajaran NegariSarawak

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Penasihat:

En Lananan bin Mohamad Penolong PengarahUnit Pentaksiran

Sektor Penilaian dan PeperiksaanJabatan Pelajaran Negari Sarawak

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

SK ST Faith, Kuching

2. En. Wellington Laichon Gaong Ketua Pentaksir Kawasan (PEKASains)

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 KawasanJK Chung Hua Batu 32,

Samarahan

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

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

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REFERENCES

Sopia binti Md. Yassin, et. al (2007). Integrated Curriculum For PrimarySchools : Science Year 5 Practical Book. Kuala Lumpur: Dewan Bahasa danPustaka.

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

Documents

Science Practical Assessment Yr 5