SK KOTA MARUDU II

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

2.0

Teachers guide

Teachers 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

TEACHERS GUIDE ______________

DATE :

INVESTIGATING LIVING THINGS Activity Code 6/1/1/1.1/ 1.1.1 & 1.1.2 Learning Areas: 1. Interaction among living things. 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: Method : Pictures of animals (APP 1) Worksheets (WS 1) 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?

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________________ ______________

DATE : CRITERIA

APPENDIX 1 Procedures:

ACTIVITY SHEET

Study the animals in the picture below. 1. Group these animals according to their eating habits. a. Carnivores b. Herbivores c. Omnivores 2. Group these animals according to the way they live. a. Solitary animals b Group animals

SPS Criteri a Tick

C1

SPS 2 C2 C3

C4

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________CLASS : _______DATE : ____________ WORKSHEET 1 A. Group the animals according to their eating habits. Group X Carnivores Group Y Herbivores

CRITERIA SPS 2 C1

Group Z Omnivores

B. Give reasons for grouping the animals in Group X: ___________________________________________________ Group Y:___________________________________________________

SPS 2 C2 C3

Group Z:___________________________________________________

C.

Group the animals according to the ways they live. Group S Live Solitary Group T Live in groups SPS 2 C4

SPS 2 C3 D. Why do animals in group S live solitary? ______________________________________________________ __ E. Why do animals in group T live in group? ______________________________________________________ __

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

TEACHERS GUIDE: ______________

DATE :

INVESTIGATING LIVING THINGS Activity Code 6/1/1/1.2/1.2.5 & 1.2.6 Learning 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 : Materials Method : : green beans, 2 pots of the same size, cotton wool, Appendix 1, worksheet 1 and 2 Group activities STEPS

1. Briefing: Teacher asks pupils to name basic needs of plants.

Pot A

Pot B

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.

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________CLASS :_______DATE : ____________

Appendix 1 Procedures:

ACTIVITY SHEET Carry out a fair test. Complete the worksheet given. Green beans

Cotton wool Pot X 1. 2. 3. 4. 5. Pot Y

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 Y and 50 green beans in pot X. Observe the green beans plants in both Pots after 1 week. Record your observation in the table in worksheet 1.

SPS/S MS Criteri a Tick

SPS 4 C2 C3 C 4

SPS 6 C1

SPS 7 C2 C 6

SMS 1 C4

SMS 2 C5 C 1

SMS 3 C2 C3

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : ____________________CLASS :_______ DATE : _____________ WORK SHEET 2 A. Answer the questions below based on your experiment. i. State. a. What is changed ( manipulated variable)? __________________________________________________ ___

CRITERIA SPS7 C2

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? 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__________________________________________ SPS 6 C1 SPS 4 C3 SPS 4 C4

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

TEACHERS GUIDE ______________

DATE :

INVESTIGATING FORCE AND ENERGY Activity Code 6/2/1/1.2/1.2.3 Learning Areas 1. Force Learning Objectives 1.2 Understanding the effect of force. Learning Outcomes 1.2.3. Stating that force can change the shape of an object. Apparatus Materials Method : : : retort stand, spring, marbles, plastic bag, Appendix 1, Worksheet 1 Group activities Experiment STEPS

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

Retort stand

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?

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________________ ______________

DATE : ACTIVITY SHEET

Appendix 1 Procedures:

Carry out a fair test. Complete the worksheets given. Spring Plastic bag Marbles

Retort stand

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/S MS Criteri a

SPS 4 C1 C2 C 4

SPS 5 C3

SPS 6 C1 C1

SPS 7 C2 C4 C1

SMS 1 C2 C 3

SMS 2 C1

Tick

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________________ ______________

DATE : CRITERIA SPS 4 C1 C2 SPS 7 C2 SPS 7 C1

WORKSHEET A. Write your observation in the table below. Number of marbles 2 4 6 8 Length of the Spring (cm)

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______________________ ________________________ ______________________________ 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________________________________________ ___________________, the

SPS 7 C4

SPS 5 C3 SPS 6 C1

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

TEACHERS GUIDE DATE : ______________ INVESTIGATING FORCE AND ENERGY Activity Code 6/2/1/1.3/1.3.7 Learning 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 : Method 1. : Appendix 1, worksheet Group activities Experiment STEPS 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?

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : ___________________CLASS :______ DATE : ______________

Appendix 1

ACTIVITY SHEET

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

(Sand paper / cement / plastic mat / glass) 1 2 3 Release the toy car from the same point on the ram. Measure the distance of the toy car travelled on each surface. Record your observation in a table.

SPS/S MS Criteri a Tick

SPS 4 C1 C3

SPS 5 C3

SPS 6 C1 C1

SPS 7 C2 C7

SMS 1 C1

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _________________CLASS: _________ DATE : ______________ WORKSHEET A. Complete the table below. What is changed? What is observed? CRITERIA SPS 4 C1 C3 SPS 7 C2

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 7 C1 SPS 7 C4 SPS 5 C3 SPS 6 C1

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

TEAHERS GUIDE DATE : ______________ INVESTIGATING FORCE AND ENERGY
Activity Code Learning Areas Learning Objectives Learning Outcomes 6/2/2/2.1/2.1.1 2. Speed 2.1 Analyzing speed. 2.1.1 State that an object which moves faster takes a shorter time to travel in a a given distance.

Apparatus: Materials : Method :

a stop watch, a metre ruler / measuring tape. Appendix 1, Work sheet 1 Group activities Experiment

STEPS
1. 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?

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

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.

Name

Time taken

Speed

SPS/SM S Criteria Tick

SPS 4 C1 C2

SPS 5 C3 C1

SPS 7 C2

SMS 1 C1

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

TEACHERS GUIDE ______________
Activity Code Learning Areas Learning Objectives Learning Outcomes grow. Apparatus: microscope. Method :

DATE : INVESTIGATING MATERIAL

6/3/1/1.1/1.1.4 1. Food preservation. 1.1 Understanding food spoilage. 1.1.4 State the condition for microorganism to

2 pieces of bread, transparent plastic bag, magnifying glass / Individual activity. Experiment.

STEPS Briefing: 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.

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : ____________________CLASS: ________DATE : _____________ Appendix 1 ACTIVITY SHEET Procedures: Carry out a fair test. Complete the worksheets given.

Bread X 1. Prepare 2 slices of bread.

Bread Y

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.

PS/SM S Criteri a Tick

SPS 4 C1 C2 C3 C4

SMS 2 C2 C 4 C1

SMS 3 C3 C4

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________CLASS : _______ DATE : ____________ A. WORKSHEET Draw your observations in the space provided CRITERIA SPS 4 C1 C2 C3

B.

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

SPS 4 C4

______ _________________________________________________ ______ _________________________________________________ ______ _________________________________________________ ______ _________________________________________________ ______ _________________________________________________ ______

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

TEACHERS GUIDE ______________

DATE :

INVESTIGATING MATERIAL Activity Code 6/3/1/1.2/1.2.1 Learning Areas 1. Food preservation. Learning Objectives 1.2 Understanding food spoilage. Learning Outcomes 1.2.1 Describe ways to preserve food. Apparatus: Method : a fish, some salt, knife. Individual activity. Project work. STEPS Briefing: Observe 2 fish in two different conditions. i. a stale fish ii. 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?

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

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.

SPS

SPS 4

SPS 7

SMS 1

SMS 2

SMS 4

CRITERI A TICK

C3

C4

C2

C1

C1

C2

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________CLASS ;_______ DATE :____________

WORKSHEET 1 A. State the steps of preserving the fish. 1 ________________________________________________________ __ 2 ________________________________________________________ __ 3 ________________________________________________________ __ 4______________________________________________________ ____

CRITERIA SPS 7 C4

5______________________________________________________ ____ B. Why do you choose salting in your preservation project? ________________________________________________________ ___ ________________________________________________________ ___ ________________________________________________________ ___

SPS 4 C3

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 2. En. Wellington Laichon Gaong 3. Pn Azmiera Abdullah 4. Pn. Elizabeth Jimen 5. Pn. Sinah Robinson Ketua Pentaksir Negeri (PEKA Sains) SK ST Faith, Kuching Ketua Pentaksir Kawasan (PEKA Sains) SK Empila Kota Samarahan Pentaksir Kawasan SK ST. Theresa Padungan, Kuching SK. Catholic English, Kuching Ketua Pentaksir Kawasan SK. Serian, Kota Samarahan

AJK Pemurni Modul: 1. Pn. Rokiah Bujang 2. Pn Zaliana Abdullah 3. Pn. Lai Pei Fong 4. En. Mohamad Yaakub b. Smail 5. Pn. Sim Phoi Kiang SK Merpati Jepang, Kuching SK Astana, Kuching Ketua Pentaksir Kawasan SJK Chung Hua Batu 32, Samarahan Ketua Pentaksir Kawasan SK Jalan Arang, Kuching SJK Chung Hua No 4, Kuching

REFERENCES Md. Arris bin Abu Yamin, et. al (2007). Integrated Curriculum For Primary Schools : Science Year 6 Practical Book Year Six. Kuala Lumpur :Dewan Bahasa dan Pustaka. Assessment Guide : Science Practical Work Assessment. Lembaga Peperiksaan Malaysia Kementerian Pelajaran Malaysia 2008.