JABATAN PELAJARAN NEGERI SARAWAK

UPSR
SCIENCE PRACTICAL WORK ASSESSMENT ( PEKA )

YEAR 6

PEKA/YR6/JPNS

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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.

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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.

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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.

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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.

PEKA/YR6/JPNS

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: Pictures of animals (APP 1) Worksheets (WS 1) Method : Individual activities Classifying STEPS 1. Briefing: Discussion: Namakan jenis haiwan yang berbeza. Kenal pasti habitat mereka. Kenal pasti tabiat makan mereka (carnivores/herbivores/omnivores). Identify their sifat-sifat luaran /ciri-ciri khas 2. Action: Guru menerangkan cara-cara menjalankan aktiviti ini. Perhatikan gambar rajah yang diberikan. Ikut arahan dalam (APP1). .kelaskan haiwan kepada pelbagai kategori 3. Debriefing: Guru akan menyoal di akhir kesimpulan: State different groups of animals that you have identify. Kenapa haiwan ini tinggal dalam kumpulan bersama-sama?

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________________ APPENDIX 1 Procedures: ACTIVITY SHEET DATE : ______________

CRITERIA

Study the animals in the picture below. 1.. Kumpulkan haiwan ini berdasarkan tabiat makan mereka. a. karnivor b. herbivor c. omnivor 2 Kumpulkan haiwan ini berdasarkan cara hidup mereka. a. hidup bersendirian b hidup dalam kumpulan

SPS Criteria Tick

C1

SPS 2 C2 C3

C4

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________CLASS : _______DATE : ____________ WORKSHEET 1 A. Group the animals according to their eating habits. kumpulan X karnivor kumpulan Y Herbivor

CRITERIA SPS 2 C1

kumpulan Z Omnivor

B. Berikan alasan untuk haiwan yang tinggal dalam kumpulan kumpulan X: ________________________________________________ kumpulan Y:________________________________________________ kumpulan Z:________________________________________________

SPS 2 C2 C3

PEKA/YR6/JPNS

C. Kumpulkan haiwan ini berdasarkan cara hidup mereka. kumpulan S hidup bersendirian kumpulan T hidup dalam kumpulan SPS 2 C4

D. kenapa haiwan dalam kumpulan S hidup sendiri? ________________________________________________________ E. kenapa haiwan dalam kumpulan T hidup dalam kumpulan? ________________________________________________________

SPS 2 C3

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

TEACHERS GUIDE: Activity Code Learning Areas Learning Objectives Learning Outcomes DATE : ______________ INVESTIGATING LIVING THINGS 6/1/1/1.2/1.2.5 & 1.2.6 1. Interaction among living things. 1.2 Understanding that competition is a form of interaction. 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 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.

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________CLASS :_______DATE : ____________ Appendix 1 Prosuder: ACTIVITY SHEET Carry out a fair test. Complete the worksheet given. Kacang hijau

Kapas basah pasu X 1. 2. 3. 4. 5. pasu 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/SMS Criteria Tick

SPS 4 SPS 6 C2 C3 C4 C1

SPS 7 SMS 1 C2 C6 C4

SMS 2 C5

SMS 3 C1 C2 C3

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________________ WORKSHEET 1 A. Draw your observation after a week. Pot X: SPS 4 C2 SPS 7 C6 SMS 3 C1 C2 C3 Pot Y : DATE : ______________

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CRITERIA

PEKA/YR6/JPNS

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)? _____________________________________________________ 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

2
CRITERIA SPS7 C2

PEKA/YR6/JPNS

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 : retort stand, spring, marbles, plastic bag, Materials Method : 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 Retort stand Plastic bag Marbles 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? PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________________ Appendix 1 Procedures: Carry out a fair test. Complete the worksheets given. DATE : ______________

ACTIVITY SHEET

Retort stand

Spring Plastic bag Marbles

1. 2. 3. 4.

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.

SPS/SMS Criteria Tick

SPS 4 C1 C2 C4

SPS 5 C3

SPS 6 C1

SPS 7 C1 C2 C4

SMS 1 SMS 2 C1 C2 C3 C1

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________________ WORKSHEET A. Write your observation in the table below. Number of marbles 2 4 6 8 B. Complete the table below. What is changed? ____________________ What is observed? ____________________ SPS 7 C1 Length of the Spring (cm) DATE : ______________

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CRITERIA SPS 4 C1 C2 SPS 7 C2

C. What is the relationship between what is changed and what is observed? As______________________ ___________________, the

SPS 7 C4

________________________ ______________________________ 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 6 C1 SPS 5 C3

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

TEACHERS GUIDE Activity Code Learning Areas Learning Objectives Learning Outcomes DATE : ______________ INVESTIGATING FORCE AND ENERGY 6/2/1/1.3/1.3.7 1. Friction. 1.3 Analyzing friction. 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 Method : Group activities Experiment STEPS 1. 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?

PEKA/YR6/JPNS

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/SMS Criteria Tick

SPS 4 C1 C3

SPS 5 C3

SPS 6 C1

C1

SPS 7 C2

C7

SMS 1 C1

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

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

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CRITERIA

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

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

TEAHERS GUIDE
Activity Code Learning Areas Learning Objectives Learning Outcomes Apparatus: Materials : Method :

DATE : ______________ INVESTIGATING FORCE AND ENERGY

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.

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?

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________________ Appendix 1 DATE : ______________

ACTIVITY SHEET

Procedures: Carry out an investigation in the field. Complete the work sheet given. 1. 2. 3. 4. Work in a group of 5. In each group, ask three pupils to run a distance of 30 metres. Measure the time taken by each pupil. Record the time taken and calculate the speed of each pupil in the table below.

Name

Time taken

Speed

SPS/SMS Criteria Tick

SPS 4 C1 C2

SPS 5 C3

SPS 7 C1 C2

SMS 1 C1

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _______________________CLASS :______ DATE : _________________ WORKSHEET A. Write your observation in the table What is changed? ___________________ What is measured? ___________________________

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CRITERIA SPS 4 C1 C3 SPS 7 C2

B. Calculate the speed of each pupil. Speed= Distance Time i) Name: ( ) SPS 5 C3 ii) Name: ( )

iii) Name: (

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

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

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

: 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.

PEKA/YR6/JPNS

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. 2. 3. 4. 5.

Bread Y

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 a transparent plastic bag and kept in a refrigerator. Observe the bread after 5 days. Record your observation in the worksheet.

SPS/SMS Criteria Tick

C1

C2

SPS 4 C3

C4

SMS 2 C2 C4

C1

SMS 3 C3 C4

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________CLASS : _______ DATE : ____________ WORKSHEET A. Draw your observations in the space provided

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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

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

TEACHERS GUIDE Activity Code Learning Areas Learning Objectives Learning Outcomes DATE : ______________ INVESTIGATING MATERIAL 6/3/1/1.2/1.2.1 1. Food preservation. 1.2 Understanding food spoilage. 1.2.1 Describe ways to preserve food.

Apparatus: a fish, some salt, knife. Method : Individual activity. Project work.

STEPS Briefing: .perhatikan 2 ekor ikan yang mempunyai keadaan yang berbeza i. ikan yang sudah busuk ii. ikan kering Manakah ikan yang lebih selamat untuk dimakan? nyatakan alasan anda (inferences). Action: pengawetan makanan. Cara menyediakan pengawetan ikan Carrying out an activity to preserve the fish. . Tuliskan langkah menyediakan pengawetan ikan. Debriefing: . Tanya murid berdasarkan pemerhatian mereka Teacher concludes by asking questions: Mengapakah kita menggunakan garam untuk mengawet ikan? Nyatakan cara lain untuk mengawet ikan?

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : ___________________CLASS: _______ DATE : _____________ Appendix 1 Procedures: ACTIVITY SHEET

1. .cadangkan cara untuk mengawet ikan 2. Tulis aktiviti untuk mengawet ikan. 3. Tuliskan langkah-langkah untuk mengawet ikan.

SPS CRITERIA TICK

SPS 4 C3

SPS 7 C4

SMS 1 C2

SMS 2 C1

SMS 4 C1 C2

PEKA/YR6/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6

NAME : _____________________CLASS ;_______ DATE :____________ WORKSHEET 1 A. State the steps of preserving the fish. 1 __________________________________________________________ 2 __________________________________________________________ 3 __________________________________________________________ 4__________________________________________________________ 5__________________________________________________________ B. Why do you choose salting in your preservation project? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ SPS 4 C3 CRITERIA SPS 7 C4

PEKA/YR6/JPNS

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 Ketua Pentaksir Kawasan (PEKA Sains) SK Empila Kota Samarahan Pentaksir Kawasan SK ST. Theresa Padungan, Kuching SK. Catholic English, Kuching

2. En. Wellington Laichon Gaong

3. Pn Azmiera Abdullah

4. Pn. Elizabeth Jimen

5. Pn. Sinah Robinson

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 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

5.

Pn. Sim Phoi Kiang

PEKA/YR6/JPNS

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.

PEKA/YR6/JPNS