79770601 science practical assessment yr 3

JABATAN PELAJARAN NEGERI SARAWAK

UPSR

SCIENCE PRACTICAL WORK ASSESSMENT( PEKA )

YEAR 3

1.0 INTRODUCTION

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

PEKA/YR3/JPNS

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 3

TEACHER’S GUIDE DATE : ______________

LEARNING ABOUT LIVING THINGS

Activity Code 3/1/1/1.2 / 1.3.5/1.3.6Learning Area 1 Animals Learning Objectives 1.2 Pupils should learn that animals can be grouped according to their external features. 1.3 Pupils should learn that animals can be grouped in many ways. Learning Outcomes 1.3.5 Group animals according to similarities in external features 1.3.6 Group animals in different ways.

Materials : worksheet and activity sheet

Method : Group activities

STEPS

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1. Briefing: Teacher shows pictures of animals to the pupils. Teacher asks the pupils to identify their external features.

2. Action: Teacher asks pupils to carry out an activity to group the animals according to their external

features. Pupils are asked to complete the chart to group the animals.

3. Debriefing: Teacher concludes by asking questions:

What animals have the same external features?(Wings, four legs, a pair of legs, fur)


NAME : ____________________CLASS : _________ DATE : _____________

ACTIVITY SHEETProcedures: Carry out the activities. Complete the worksheets given.

1. Cut the pictures and paste the animals according to their external features in worksheet 1. 2. Complete the chart to group the animals according to their external features in worksheet 2.

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NAME : ___________________CLASS :_________DATE : _____________

WORKSHEET 1 CRITERIA

SPS 2

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SPS SPS 2 SPS4Criteria C1 C2 C3 C4 C2Tick

Animals that have wingsAnimals that have four legs


NAME : ___________________ CLASS:_________ DATE : _________


B. Based on the animals that you have grouped in worksheet 1, complete the chart below. Write the names of animals according to their external features.

SPS 2

C4

SPS 4C2

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ANIMALS

C1C2C3



LEARNING ABOUT LIVING THINGS

Activity Code 3 / 1 / 2.2 / 2.2.1 / 2.2.2Learning Area 2 Plants Learning Objective 2.2 That plants can be grouped according to their external features.Learning Outcomes 2.2.1 To explain similarities and differences between plants based on the table.

2.2.2 Group plants according to similarities in external features.

Material : Worksheets Method : Group activities Field work

STEPS

1. Briefing: Teacher shows 2 different types of plants. Teacher asks pupils to observe the similarities and differences between the two plants.

2. Action: Teacher asks pupils to walk around the school mini garden or the school compound. Teacher asks pupils to observe the external features of the plants around them. Pupils record their observation.

3. Debriefing Teacher concludes by asking questions:

Name the external features of the plants they have observed.Which plants have the same external features?

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NAME : _____________________________ Class: _______ DATE : ________

ACTIVITY SHEET

Procedures:

1. Walk around the school mini garden or the school compound.2. Observe the external features of the plants around you.

3. Record your observation in worksheet 1.

SPS/SMS SPS 1 SPS 2 SMS 2Criteria C1 C2 C1 C2 C3 C4 C1 C2 C3Tick

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NAME : _____________________________ Class: _______ DATE : ________

WORKSHEET 1

A. Record your observations in the table below.

Woody stem Soft stem Woody stem and thorn

Soft stem and thorn


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NAME : _________________CLASS: ________ DATE : ______________


A. Write down the names of the plants according to their external features in the table given.

Woody stem Soft stem

SPS 2


NAME : __________________CLASS: __________ DATE : ____________ WORKSHEET 2 CRITERIA

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2

Rose Banana Hibiscus

Cactus p Papaya Pandan

Aloe vera Balsam pla

C1C2C3C4

B. Tick (√ ) the correct statements in the table below.

A Plants have woody or soft stems.

B All plants have flowers.

C Most plants have green leaves.

D Plants have different shapes of leaves.

SPS 2C2C3



Learning About The World Around Us

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Activity Code 3 / 2 / 3 / 1.4 / 1.4.1Learning Area 3 Magnet Learning Objective 1.4 Magnets have different strengths.Learning Outcome 1.4.1 Compare the strength of the different magnets.

Apparatus : Bar magnet, circular magnet, ring magnet, U-shaped magnet, horse shoe magnet and paper clips.

Method : Group activities Experiment

STEPS

1. Briefing: Teacher shows magnets of different shapes to the pupils. Teacher asks pupils to name the shapes of the magnets.

2. Action: Teacher asks pupils to carry out an activity to compare the strengths of different magnets. Pupils record their observation.

3. Debriefing: Teacher concludes by asking questions:

Do all magnets have the same strength?Which magnet is the strongest?Which magnet is the weakest?


NAME : ________________ CLASS:_______ DATE : ______________

ACTIVITY SHEET

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Procedures:

1. Hold a bar magnet firmly.2. Place a paper clip at the end of the bar magnet.3. Place another paper clip at the end of the first paper clip.4. Continue doing this until the magnet cannot hold paper clips anymore.5. Count the number of paper clips that the bar magnet can hold.6. Repeat steps 1 to 5 with different types of magnet.7. Record your findings in the table below.

Type of magnet Number of paper clips

Bar magnet

Circular magnet

Ring magnet

U- shaped magnet

Horseshoe magnet


NAME : ________________ CLASS:_______ DATE :______________

WORKSHEET CRITERIA

A. Based on your findings, answer the questions below:

1. Which magnet attracted the least number of paper clips?

________________________________________________________

SPS1

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SPS SPS 1 SMS 1 SMS 5Criteria C1 C2 C3 C1 C2 C3 C4 C1 C2Tick

C1C2C3

2. Which magnet attracted the most number of paper clips?

________________________________________________________

3. Arrange the magnets according to the correct sequence from the strongest to the weakest.

________________________________________________________



LEARNING ABOUT THE WORLD AROUND US

Activity Code 3 / 2 / 5 / 5.1 / 5.1.2Learning Area 5 Soil Learning Objective 5.1 What soil is made up of. Learning Outcome 5.1.2 State the differences between soil samples from different places.

Materials : glove, scoop, soil from the garden, field and drain.

Method : Group activities Experiment

STEPS

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1. Briefing: Discussion:

Are there any living things in the soil?Name the living things in the soil.What does soil consist of?

2. Action: Ask pupils to study the soil samples. Pupils study the colour of soil, the presence of clay, sand, stone, silt and bits of dead plants and

animals. Pupils observe and record their findings.

3. Debriefing: Teacher concludes by asking question:

What did you find in the soil?


NAME : __________________ CLASS: ______ DATE : ___________

ACTIVITY SHEET

Procedures:1. Collect samples of soils from three different places such as soil from the garden, school field and

the drain.2. Observe the colour of the soils and the presence of clay, sand, stone, silt and bits of dead plants

and animals. 3. Record your observation in the table in worksheet 1.

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SPS SPS 1Criteria C1 C2 C3Tick


NAME : ________________________CLASS: ______DATE : ___________


A. Record your observation

Source of soil colourof the soils

clay(Yes/No)

sand(Yes/No)

stone(Yes/No)

silt(Yes/No)

bits of dead plants and

animals(Yes/No)

Soil from the garden

Soil from the school field

Soil from the drain

B. Identify the variables.

What are kept the same

SPS 1C1C2C3

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(constant variables)

What is changed(manipulated variable)

What is observed(responding variable)

Jabatan Pelajaran Sarawak merakamkan ucapan terima kasih dan penghargaan kepada mereka

seperti senarai di bawah, atas usaha bersungguh-sungguh menyediakan “Practical Science Assessment” untuk kegunaan guru-guru Sains di seluruh Negeri Sarawak.

Penulis Modul: 1. En. Ettin Lambat Ketua Pentaksir Negeri

SK ST. Faith, Kuching

2. En. Wellington Laichon Gaong Ketua Pentaksir Kawasan SK Empila, Kota Samarahan

3. Pn. Azmiera Abdullah Pentaksir Kawasan SK ST. Theresa Padungan, Kuching

4. Pn. Elizabeth Jimen Ketua Pentaksir Kawasan SK Catholic English, Kuching

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

6. Pn. Rokiah Bujang Ketua Pentaksir Kawasan SK Merpati Jepang, Kuching

7. Pn. Zaliana Abdullah Ketua Pentaksir Kawasan SK Astana, Kuching

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

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

PEKA/YR3/JPNS

10. Pn. Sim Phoi Kiang Ketua Pentaksir Kawasan SJK Chung Hua No 4, Kuching

REFERENCES

Sopia binti Md. Yassin, et. al (2007). Integrated Curriculum For Primary Schools : Science Year 3 Practical Book. Kuala Lumpur : Dewan Bahasa dan Pustaka.

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

PEKA/YR3/JPNS

79770601 science practical assessment yr 3

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