science practical assessment yr 3

8/3/2019 Science Practical Assessment Yr 3

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JABATAN PELAJARANNEGERISARAWAK

UPSR

SCIENCE PRACTICAL WORK ASSESSMENT

( PEKA ) YEAR 3

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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 of

teaching 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 lessonplan in accordance to the pupils abilities and readiness. Not allthe assessments are to be used once the pupils have masteredthe 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 submittedas evidence.

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SCIENCE PRACTICAL ASSESSMENT(PEKA)

YEAR 3

NAME : ____________________CLASS : _________ DATE : _____________

ACTIVITY SHEETProcedures:

Carry out the activities.Complete the worksheets given.

1. Cut the pictures and paste the animals according to theirexternal features in worksheet 1.

2. Complete the chart to group the animals according to their

external features in worksheet 2.

PEKA/YR3/JPNS

SCIENCE PRACTICALASSESSMENT (PEKA)

YEAR 3

TEACHERS GUIDE DATE : ______________

LEARNING ABOUT LIVING THINGS

Activity Code 3/1/1/1.2 / 1.3.5/1.3.6Learning Area 1 AnimalsLearning Objectives 1.2 Pupils should learn that animals canbe 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 tosimilarities in external features

1.3.6 Group animals in different ways.

Materials : worksheet and activity sheet

Method : Group activities

STEPS

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)

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PEKA/YR3/JPNS


YEAR 3

NAME : ___________________CLASS :_________DATE : _____________

WORKSHEET 1 CRITERIA

SPS 2


YEAR 3

NAME : ___________________ CLASS:_________ DATE : _________


1

1

NIMALS

Animals that have wings

Animals that have four legs

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YEAR 3

TEACHERS GUIDEDATE : ______________

LEARNING ABOUT LIVING THINGS

Activity Code 3 / 1 / 2.2 / 2.2.1 / 2.2.2Learning Area 2 PlantsLearning Objective 2.2 That plants can be grouped according totheir external features.Learning Outcomes 2.2.1 To explain similarities and differencesbetween plants based on the table .

2.2.2 Group plants according to similarities in externalfeatures.

Material : Worksheets Method : Group activities

Field work

STEPS

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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?


YEAR 3

NAME : _____________________________ Class: _______ DATE : ________

ACTIVITY SHEET

Procedures:

1. Walk around the school mini garden or the schoolcompound.

2. Observe the external features of the plants around you.3. Record your observation in worksheet 1.

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SPS/SMS

SPS 1 SPS 2 SMS 2

Criteria C1 C2 C1 C2 C3 C4 C1 C2 C3Tick


YEAR 3

NAME : _____________________________ Class: _______ DATE : ________

WORKSHEET 1

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A. Record your observations in the table below.

Woody stem Soft stem Woody stemand thorn

Soft stem andthorn

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PEKA/YR3/JPNS


YEAR 3

NAME : _________________CLASS: ________ DATE : ______________


A. Write down the names of the plants according totheir external features

in the table given.

Woody stem Soft stem

SPS 2


YEAR 3

NAME : __________________CLASS: __________ DATE :

2

2

Rose Banana Hibiscus

Cactus p Papaya Pandan

Aloe vera Balsam pla

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YEAR 3

TEACHERS GUIDE DATE : ______________

Learning About The World Around Us

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

Apparatus : Bar magnet, circular magnet, ring magnet, U-shapedmagnet, horse shoe magnet and

paper clips.

Method : Group activitiesExperiment

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?

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YEAR 3

NAME : ________________ CLASS:_______ DATE : ______________

ACTIVITY SHEET

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 paperclips

Bar magnet

Circular magnet

Ring magnet

U- shaped magnet

Horseshoe magnet

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PEKA/YR3/JPNS


YEAR 3

NAME : ________________ CLASS:_______ DATE:______________

WORKSHEET CRITERIA

A. Based on your findings, answer the questionsbelow:

1. Which magnet attracted the least number of paperclips?

____________________________________________________ ____

2. Which magnet attracted the most number of paperclips?

____________________________________________________ ____

3. Arrange the magnets according to the correctsequence from the

strongest to the weakest. ____________________________________________________

____

SPS1

3

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YEAR 3 TEACHERS GUIDE DATE : ______________

LEARNING ABOUT THE WORLD AROUND US

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

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

Method : Group activitiesExperiment

STEPS

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?

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YEAR 3

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

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YEAR 3

NAME : ________________________CLASS: ______DATE : ___________


A. Record your observation

Source of soil

colour

of the

soils

clay(Yes/N

o)

sand(Yes/N

o)

stone(Yes/N

o)

silt(Yes/N

o)

bits of dead

plantsand

animals

(Yes/No)

Soil fromthegarden

Soil fromthe

schoolfield

Soil fromthe drain

B. Identify the variables.

What are kept thesame(constant variables)

What is changed(manipulatedvariable)

What is observed(respondingvariable)

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Jabatan Pelajaran Sarawak merakamkan ucapan terima kasih danpenghargaan kepada mereka seperti senarai di bawah, atas usaha

bersungguh-sungguh menyediakan Practical Science Assessmentuntuk 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 KawasanSK Empila, Kota Samarahan

3. Pn. Azmiera Abdullah Pentaksir KawasanSK ST. Theresa Padungan,

Kuching4. Pn. Elizabeth Jimen Ketua Pentaksir Kawasan

SK Catholic English, Kuching

5. Pn. Sinah Robinson Ketua Pentaksir KawasanSK Serian, Kota Samarahan

6. Pn. Rokiah Bujang Ketua Pentaksir KawasanSK Merpati Jepang, Kuching

7. Pn. Zaliana Abdullah Ketua Pentaksir KawasanSK Astana, Kuching

8. Pn. Lai Pei Fong Ketua Pentaksir KawasanSJK Chung Hua Batu 32, Kota

Samarahan

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

10. Pn. Sim Phoi Kiang Ketua Pentaksir Kawasan

SJK Chung Hua No 4, Kuching

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REFERENCES

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

Assessment Guide : Science Practical Work Assessment.Lembaga Peperiksaan Malaysia : Kementerian Pelajaran Malaysia2008.

science practical assessment yr 3

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