yr6 science practical assessment

JABATAN PELAJARAN NEGERI SARAWAK

UPSR

SCIENCE PRACTICAL WORK ASSESSMENT( PEKA )

YEAR 6

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 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

PEKA/YR6 © 2009 Hak Cipta JPN Sarawak

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

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)科学实验评估

YEAR 6六年级

TEACHER’S GUIDE 教师辅助 DATE : ____________

ASSESSMENT 1 评估 1

INVESTIGATING LIVING THINGSActivity Code 6 / 1 / 1 / 1.1 / 1.1.1 & 1.1.2活动编码 Learning Areas 1 Interaction among living things.学习范围生物之间的相互关系Learning Objectives 1. Understanding that some animals live in group and some live in


学习目标 solitary.了解有些动物独居,有些动物群居Learning Outcomes 1.1.1 State that some animals live in group.说明有些动物群居学习成果 1.1.2 State that some animals live in solitary.说明有些动物独居

Materials : Pictures of animals.(Activity sheet), worksheet.设备、器材动物图片（活动卷）、练习卷Method : Individual activities. Classifying.方法个人活动，分类

STEPS

1. Briefing:讲解 Discussion讨论:

Identify their habitats.说出动物的栖息地 Identify their eating habits (carnivores/ herbivores/ omnivores).说出动物的进食习惯 Identify their external features or special characteristics.说出动物的特征

2. Action:行动 Teacher gives instructions on how to do the activities.教师指示如何进行活动 Study the pictures given.观察图片 Follow the instructions in the activity sheet.依照活动卷的指示 Classify the animals according to different categories.把图片中的动物分类

3. Debriefing:总结 Teacher concludes by asking questions:教师发问以作总结

State different groups of animals that you have identify.说出各组动物的区别 Why are these animals grouped together?说出把动物列入各组的原因


YEAR 6六年级

NAME : _____________________CLASS :_______DATE : ____________


ACTIVITY SHEET活动卷

CRITERIA准则


Procedures:步骤

Study the animals in the picture below.观察以下的动物图片1. Group these animals according to their eating habits. 根据动物的进食习惯进行分类 a. Carnivores肉食动物 b. Herbivores草食动物 c. Omnivores杂食动物

2. Group these animals according to the way they live. 根据动物的生活方式，进行分类 a. In solitar独居动物 b In group群居动物蚂蚁 ant

大象 elephant

老虎 tiger老鹰 eagle

鹿 deer 犀鸟 hornbill熊 bear

鸡 chicken

鸭 duck 猴子monkey海龟 turtle猫头鹰 owl

SPS/SMS科学技能

SPS 2分类

Criteria准则

C1 C2 C3 C4

Tick


YEAR 6六年级

NAME : _____________________CLASS :_______DATE : ____________


WORKSHEET 活动卷

CRITERIA准则


A. Group the animals according to their eating habits. 根据动物的进食习惯，进行分类。

B. Give your reasons for grouping the animals in……根据以上动物的分类，写出原因，

Group X: ___________________________________________________ X组

Group Y:___________________________________________________Y组

Group Z:___________________________________________________ Z组

C. Group the animals according to the ways they live.

SPS 2分类

C1

SPS 2分类

C2C3

SPS 2分类

C4


Group X CarnivoresX组肉食 donfwu

Group Y HerbivoresY组草食动物

Group Z OmnivoresZ组杂食动物

Group SLive in solitary

Group TLive in group

D. Why do animals in group S live in solitary? 什么原因使 s组的动物独居？

________________________________________________________

E. Why do animals in group T live in group? 什么原因使 T组的动物群居？

________________________________________________________

SPS 2分类

C3

SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6

TEACHER’S GUIDE: DATE : ______________INVESTIGATING LIVING THINGS

Activity Code 6 / 1 / 1 / 1.2 / 1.2.5 & 1.2.6Learning 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.

Materials : green beans, 2 pots of the same size, cotton wool,

Method : Group activities STEPS

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

Observe the plants in pot A and pot B Explain your observation (inference). Predict what will happen to the plants in Pot A and Pot B after a few weeks. Based on your observation above, what is the basic need that the plants compete for?


2

Pot A Pot B

2. Action Predict what will happen if the plants do not have enough space to grow. Suggest an experiment to prove your prediction. Fill the two pots with cotton wools of the same size.

Pour the same amount of water into each pot. Place 50 green beans in Pot X and 5 green beans in Pot Y. Water the plants with the same amount of water everyday. Observe the green bean plants in 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 your predictions.


NAME : _____________________CLASS :_______DATE : ____________ACTIVITY SHEET

Procedures: Carry out the fair test. Complete the worksheet given.

Green beans

Cotton wool

Pot X Pot Y

1. Fill the two pots with cotton wools of the same size.2. Pour the same amount of water into each pot.3. Place 50 green beans in pot X and 5 green beans in pot Y.4. Observe the green beans plants in both pots after 1 week.5. Record your observation in the table in worksheet 1.

SPS/SMS SPS 4 SPS 6 SPS 7 SMS 1 SMS 2 SMS 3PEKA/YR6 © 2009 Hak Cipta JPN Sarawak

2

Criteria C2 C3 C4 C1 C2 C6 C4 C5 C1 C2 C3Tick


NAME : _____________________CLASS :_______DATE : ___________WORKSHEET 1 CRITERIA

A. Draw your observation after a week.

Pot X

Pot Y

SPS 4C2

SPS 7C6

SMS 3C1C2C3


2


NAME : ____________________CLASS :_______ DATE : _____________WORKSHEET 2 CRITERIA

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 variables).

______________________________________________________

B. Fill in the blanks below

1. Fill the two pots with ____________ of the same size.2. Pour the same amount of _____________into each pot.3. Place _____ green beans in pot X and _____ green beans in pot Y.4. Observe the green beans plants in both pots after 1 ________.

C. What did you find out from the experiment?

I found out that the green beans in ….

i. Pot X:______________________________________________

ii. Pot Y:______________________________________________

D. What is your conclusion from the experiment?

Plants compete for _____________________________________

SPS7C2

SPS 4

C4

SPS 4C3

SPS 6C1


TEACHER’S GUIDE DATE : ______________INVESTIGATING FORCE AND ENERGY

Activity Code 6 / 2 / 1 / 1.2 / 1.2.3Learning Areas 1 ForceLearning Objectives 1.2 Understanding the effect of force. Learning Outcomes 1.2.3. Stating that force can change the shape of an object.


2

3

Materials : Spring, marbles, plastic bag, plasticine, empty can and rubber band

Apparatus : Retort stand and metre ruler

Method : Group activities Experiment

STEPS1. 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?

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?


NAME : _____________________CLASS :_______DATE : ___________ACTIVITY SHEET

Procedures: Carry out the fair test. Complete the worksheets given.


3

Spring

Marbles

Retortstand Plastic bag

Spring

Marbles

Retort stand

Plastic bag

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/SMS SPS 4 SPS 5 SPS 6 SPS 7 SMS 1 SMS 2Criteria C1 C2 C4 C3 C1 C1 C2 C4 C1 C2 C3 C1Tick


NAME : _____________________CLASS :_______DATE : ___________WORKSHEET CRITERIA

A. Write your observation in the table below.

Number of marbles Length of the spring (cm)2468

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______________________ ___________________, the ________________________ ______________________________

D. State the steps in your experiment.

i. Set up the __________________________________________

ii. Hang _______________________________________________

iii. Put some ____________________________________________

iv. Measure ____________________________________________

E. What happened to the length of the spring after each time more marbles are added?

SPS 4C1C2

SPS 7C2

SPS 7C1

SPS 7C4

SPS 5C3


3

_________________________________________________________

F. What conclusion can be made from this experiment? Force can ________________________________________________

SPS 6C1


TEACHER’S GUIDE DATE : ______________INVESTIGATING FORCE AND ENERGY

Activity Code 6 / 2 / 1 / 1.3 / 1.3.7Learning 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. Materials : Toy car, plastic mat, wood(plank), cement surfaces and ramp.

Apparatus : Measuring tape, sand paper

Method : Group activities Experiment

STEPS1. Briefing:

Teacher asks pupils to observe different types of surfaces (cement/sand paper/ plastic mat/wood) 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?

Ask pupils to give reasons (inferences) for their answers.

2. Action Ask pupils to prepare the apparatus as shown in the diagram.

sand paper / cement / plastic mat / wood

Release the toy car from the same point on the ramp. Measure the distance the toy car travelled on each surface. Record your observations in a table.

3. Debriefing: 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?



4

ramp

NAME : ___________________CLASS :______ DATE : ______________

ACTIVITY SHEET


(Sand paper / cement / plastic mat / glass)

1. Release the toy car from the same point on the ramp.2. Measure the distance the toy car travelled on each surface. 3. Record your observations in the table in the worksheet.

SPS/SMS SPS 4 SPS 5 SPS 6 SPS 7 SMS 1Criteria C1 C3 C3 C1 C1 C2 C7 C1Tick


NAME : _________________CLASS: _________ DATE : ______________WORKSHEET CRITERIA


4

4

ramp

A. Complete the table below.

What is changed?

__________________

What is observed?

___________________

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 is the conclusion that can be made from the experiment above?

The_______________ surface has ____________ _________________

and the _______________ surface has __________ _______________

SPS 4C1C3

SPS 7C2

SPS 7C1

SPS 7C4

SPS 5C3

SPS 6C1


YEAR 6六年级

TEACHER’S GUIDE 教师辅助 DATE 日期: _________

ASSESSMENT2 评估 2

INVESTIGATING FORCE AND ENERGY探索物理世界


Activity Code 6 / 2 / 2 / 2.1 / 2.1.1活动编码Learning Areas 2 Speed学习范围速度Learning Objectives 2.1 Analyzing speed. 学习目标分析速度 Learning Outcomes 2.1.1 State that an object which moves faster takes a shorter time to travel in a学习成果 a given distance. 说出在固定的距离内，移动较快的物体所需的时间较短。Apparatus: Stop watch, a metre ruler or measuring tape. 设备、器材：秒表、尺/卷尺Method : Group activities， Experiment方法分组活动，实验

STEPS程序

1. Briefing讲解:

Discussion讨论: Ask two pupils to walk from the back to the front of the classroom.只是学生从课室的后方走到课室的前方。

Teacher asks questions.教师发问 Who walked faster?谁走得最快？ How do you know he/she walked faster?你如何知道她走得最快？ Who took the shorter time?谁用了最短的时间？ Did they walk the same distance?他们都走了相同的距离吗？

2. Action行动:

Ask pupils to work in groups of 5.指示学生组成六人组。 Each group is given a stop watch, a metre ruler or measuring tape.提供每组秒表、尺/卷尺。

Ask a pupil from each group to run)the length of a basketball court) .指示各组代表跑步。（篮球场的长度）

Measure the time taken by each pupil.测量及记录各组代表所需的时间。

Calculate the speed of each pupil.记录各组代表的跑步速度。

3. Debriefing总结: Teacher concludes by asking questions:教师发问以作总结。

Who is the fastest?谁最快？Who is the slowest?谁最轻？

SCIENCE PRACTICAL ASSESSMENT (PEKA) ASSESSMENT2


科学实验评估YEAR 6六年级

NAME 姓名: _________________CLASS班级 :_______DATE日期: _________

评估二

ACTIVITY SHEET活动卷

Procedures步骤: Carry out the investigation in the basketball court. 在篮球场进行研究 Complete the worksheet given. 完成练习卷

1. Work in a group of 6.学生组成六人组。2. Measure the length of the basketball court.测量篮球场的长度。3 In each group, ask 1 pupil to run (length of a basketball court). 各组派出代表跑步。4. Measure the time taken by each pupil.测量各组代表所需的时间。5. Record the time taken and calculate the speed of each pupil in the table. 记录及计算各组代表的速度。6 State the variables in the investigation.说出实验需记录的事项。

SPS/SMS科学技能

SPS 1观察

SPS 4传达

SPS 5利用空间-时间关系

Criteria C1 C2 C1 C2 C3 C1 C2Tick



NAME : _______________________CLASS :______ DATE : _________________WORKSHEET CRITERIA

A. Write your observation in the table

What is changed?

___________________

What is measured?

___________________________

B. Calculate the speed of each pupil. Speed = Distance

Time i) Name: ( )

ii) Name: ( )

iii) Name: ( )

SPS 4C1C3

SPS 7C2

SPS 5C3


YEAR 6六年级



5

TEACHER’S GUIDE 教师辅助 DATE : ____________INVESTIGATING MATERIAL

Activity Code 6 / 3 / 1 / 1.1 / 1.1.4Learning Areas 1 Food preservation. Learning Objectives 1.1 Understanding food spoilage. Learning Outcomes 1.1.4 State the condition for microorganism to grow.

Materials : 2 plates of rice, 2 pieces of bread, transparent plastic bag

Apparatus: Magnifying glass or microscope.

Method : Individual activity. Experiment.

STEPS1. Briefing:

Observe two slices of bread. Rice in plate A is mouldy and rice in plate B is fresh. Ask pupils to differentiate between the 2 plates of rice. State their inference. What are the basic needs for fungi to grow?

2. 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 their observations in the worksheet.

3. Debriefing: Teacher concludes by asking questions: What is the suitable condition for fungi to grow? Explain why mouldy bread cannot be eaten.


NAME : ____________________CLASS: ________DATE : _____________

ACTIVITY SHEET



6

Bread X Bread Y

1. Prepare 2 slices of bread.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.

SPS/SMS SPS 4 SMS 2 SMS 3Criteria C1 C2 C3 C4 C2 C4 C1 C3 C4Tick


NAME : _____________________CLASS : _______ DATE : ____________

WORKSHEET CRITERIAA. Draw your observations in the space provided.

SPS 4C1C2C3

SMS 3C1C3C4


6

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

______________________________________________________ _______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

SPS 4C4


TEACHER’S GUIDE DATE : ______________INVESTIGATING MATERIAL

Activity Code 6 / 3 / 1 / 1.2 / 1.2.1Learning Areas 1 Food preservation. Learning Objectives 1.2 Understanding food spoilage. Learning Outcomes 1.2.1 Describe ways to preserve food.

Materials : A fish, stale fish, salted fish some salt and knife.

Method : Individual activity. Project work.

STEPS1. Briefing:

Observe 2 fish in two different conditions.i. stale fishii. salted fish

Which of these fish is safe to eat? State your reasons (inferences).

2. Action: Preserving fish. Suggesting ways to preserve fish. Carrying out an activity to preserve the fish. Write the steps of preserving fish.

3. Debriefing: Ask pupils to report their observation.


7

Teacher concludes by asking questions: Why do you use salt to preserve the fish?

State other ways to preserve fish?


NAME : ___________________CLASS: _______ DATE : _____________ACTIVITY SHEET

Procedures:

1. Suggest ways to preserve fish.2. Carry out an activity to preserve the fish.3. Write the steps in preserving fish.

SPS SPS 4 SPS 7 SMS 1 SMS 2 SMS 4


7

CRITERIA C3 C4 C2 C1 C1 C2TICK


NAME : _____________________CLASS ;_______ DATE :____________WORKSHEET 1 CRITERIA

A. Write the steps in preserving the fish.

1 __________________________________________________________

2 __________________________________________________________

3 __________________________________________________________

4__________________________________________________________

5__________________________________________________________

B. Why do you choose salting in your preservation project?

___________________________________________________________

___________________________________________________________

___________________________________________________________

SPS 7C4

SPS 4C3


7

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

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

Md. Arris bin Abu Yamin, et. al (2007). Integrated Curriculum For PrimarySchools : Science Year 6 Practical Book Year Six. Kuala Lumpur :DewanBahasa dan Pustaka.

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


yr6 science practical assessment

Documents

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assessment period

pictures of animals