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JABATAN PELAJARAN NEGERISARAWAK

UPSR

SCIENCE PRACTICAL WORK ASSESSMENT( PEKA )

YEAR 6


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1.0 INTRODUCTION

The UPSR Science Practical Work Assessment (PEKA) is a school based assessment thatis implemented at school level as part of teaching and learning process. Each assessmentconsists 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 learningprocess. Teachers can modify the lesson plan in accordance to the pupils abilities andreadiness. Not all the assessments are to be used once the pupils have mastered therequired skills.

3.0 Activity Sheets- (Appendix).

Activity sheets are to be given to the pupils during the assessment. It outlines theprocedures and steps to help pupils to carry out the activities during the assessmentperiod.

4.0 Worksheets

Worksheets are to be given to the pupils during the assessment. Pupils are asked tocomplete the exercises and to be submitted as evidence.


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SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 6

TEACHERS GUIDE DATE : ______________

INVESTIGATING LIVING THINGS

Activity Code 6/1/1/1.1/ 1.1.1 & 1.1.2Learning 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 activitiesClassifying

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?

1


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NAME : _____________________________ DATE : ______________

APPENDIX 1 ACTIVITY SHEET CRITERIAProcedures:

Study the animals in the picture below.1.. Kumpulkan haiwan ini berdasarkan tabiat makan mereka.

a. karnivorb. herbivorc. omnivor

2 Kumpulkan haiwan ini berdasarkan cara hidup mereka.a. hidup bersendirianb hidup dalam kumpulan

SPS SPS 2

Criteria C1 C2 C3 C4Tick

1


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NAME : _____________________CLASS : _______DATE : ____________

WORKSHEET 1 CRITERIA

A. Group the animals according to their eating habits.

B. Berikan alasan untuk haiwan yang tinggal dalam kumpulan

kumpulan X: ________________________________________________

kumpulanY:________________________________________________

kumpulanZ:________________________________________________

SPS 2

C1

SPS 2

C2

C3

kumpulan X

karnivor

kumpulan Y

Herbivor

kumpulan Z

Omnivor

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C. Kumpulkan haiwan ini berdasarkan cara hidup mereka.

D. kenapa haiwan dalam kumpulan S hidup sendiri?

________________________________________________________

E. kenapa haiwan dalam kumpulan T hidup dalam kumpulan?

________________________________________________________

SPS 2

C4

SPS 2

C3

kumpulan S

hidup bersendirian

kumpulan T

hidup dalam

kumpulan


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TEACHERS GUIDE: DATE : ______________

INVESTIGATING LIVING THINGSActivity 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.

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

Materials : Appendix 1, worksheet 1 and 2

Method : Group activities STEPS1. Briefing:

Teacher asks pupils to name basic needs of plants.

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 PotY.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 andY?Explain predictions.

2

Pot A Pot B


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NAME : _____________________CLASS :_______DATE : ____________

Appendix 1 ACTIVITY SHEET

Prosuder: Carry out a fair test.Complete the worksheet given.

Kacang hijau

Kapas basah

pasu X pasuY

1. Fill the two Pots with cotton wools of the same size.2. Pour the same amount of water into each pot.3. Plant 5 green beans in potY and 50 green beans in pot X.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 3Criteria C2 C3 C4 C1 C2 C6 C4 C5 C1 C2 C3

Tick

2


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NAME : _____________________________ DATE : ______________


A. Draw your observation after a week.

Pot X:

PotY :

SPS 4

C2

SPS 7

C6

SMS 3

C1

C2C3

2


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NAME : ____________________CLASS :_______ DATE : _____________

WORK SHEET 2 CRITERIAA. 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 ___________greenbeans 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__________________________________________

SPS7

C2

SPS 4

C4

SPS 4C3

SPS 6

C1

2


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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.

Apparatus : retort stand, spring, marbles, plastic bag,

Materials : Appendix 1, Worksheet 1

Method : Group activitiesExperiment

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 stretchlonger?

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?

3

Spring

Marbles

Retort

standPlastic bag


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

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 C1

Tick


NAME : _____________________________ DATE : ______________


3

Spring

Marbles

Retort stand

Plastic bag


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NAME : _____________________________ DATE : ______________

WORKSHEET CRITERIA

A. Write your observation in the table below.

Number of marbles Length of the Spring (cm)

2

4

6

8

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 a _____________________________________________

ii. Hang _______________________________________________

iii. Put some ____________________________________________

iv. Measure ____________________________________________

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

________________________________________________

F. What conclusion can be made from the experiment?

Force can________________________________________

SPS 4

C1

C2

SPS 7

C2

SPS 7

C1

SPS 7

C4

SPS 5

C3

SPS 6

C1

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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.

Apparatus: A toy car / trolley, difference types of surfaces (sand paper, plastic mat, cement)measuring tape and ram.

Materials : Appendix 1, worksheet

Method : Group activitiesExperiment

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. Actiona. 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?

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

(Sand paper / cement / plastic mat / glass)

1 Release the toy car from the same point on the ram.2 Measure the distance of the toy car travelled on each surface.3 Record your observation in a table.

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


NAME : ___________________CLASS :______ DATE : ______________


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NAME : _________________CLASS: _________ DATE : ______________

WORKSHEET CRITERIA

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 conclusion can be made from the experiment?

The_______________ surface has ______ _________________ and

the _______________ surface has ______ _____________________

SPS 4

C1

C3

SPS 7

C2

SPS 7

C1

SPS 7

C4

SPS 5

C3

SPS 6

C1

4


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TEAHERS GUIDE DATE : ______________

INVESTIGATING FORCE AND ENERGYActivity Code 6/2/2/2.1/2.1.1Learning Areas 2. SpeedLearning Objectives 2.1 Analyzing speed.Learning Outcomes 2.1.1 State that an object which moves faster takes a shorter time to travel in a

a given distance.

Apparatus: a stop watch, a metre ruler / measuring tape.

Materials : Appendix 1, Work sheet 1

Method : Group activities

ExperimentSTEPS

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?

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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/SMS SPS 4 SPS 5 SPS 7 SMS 1Criteria C1 C2 C3 C1 C2 C1

Tick


NAME : _____________________________ DATE : ______________


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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= DistanceTime

i) Name: ( )

ii) Name: ( )

iii) Name: ( )

SPS 4

C1

C3

SPS 7

C2

SPS 5

C3

5


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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.

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

Method : Individual activity.Experiment.

STEPSBriefing:

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.

BreadY 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.

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NAME : ____________________CLASS: ________DATE : _____________


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

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. BreadY 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 3

Criteria C1 C2 C3 C4 C2 C4 C1 C3 C4

Tick

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NAME : _____________________CLASS : _______ DATE : ____________

WORKSHEET CRITERIAA. Draw your observations in the space provided

B. Write a brief report.i What did you do in the experiment?

ii What did you find out from the experiment?

______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

SPS 4

C1

C2C3

SPS 4

C4

6


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TEACHERS GUIDE DATE :______________

INVESTIGATING MATERIALActivity 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.

Apparatus: a fish, some salt, knife.

Method : Individual activity.Project work.

STEPSBriefing:

.perhatikan 2 ekor ikan yang mempunyai keadaan yang berbezai. ikan yang sudah busukii. 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?

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NAME : ___________________CLASS: _______ DATE : _____________


Procedures:

1. .cadangkan cara untuk mengawet ikan2. Tulis aktiviti untuk mengawet ikan.3. Tuliskan langkah-langkah untuk mengawet ikan.

SPS SPS 4 SPS 7 SMS 1 SMS 2 SMS 4

CRITERIA C3 C4 C2 C1 C1 C2

TICK

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NAME : _____________________CLASS ;_______ DATE :____________


A. State the steps of preserving the fish.

1 __________________________________________________________

2 __________________________________________________________

3 __________________________________________________________

4__________________________________________________________

5__________________________________________________________

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

___________________________________________________________

___________________________________________________________

___________________________________________________________

SPS 7

C4

SPS 4

C3

7


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Penaung

En. Su Hiong Ai Ketua SektorSektor Penilaian dan PeperiksaanJabatan Pelajaran Negeri Sarawak

Penasihat:

En Lananan bin Mohamad Penolong PengarahUnit PentaksiranSektor Penilaian dan PeperiksaanJabatan Pelajaran Negeri Sarawak

Penulis Modul:

1. En. Ettin Lambat Ketua Pentaksir Negeri (PEKA Sains)SK ST Faith, Kuching

2. En. Wellington Laichon Gaong Ketua Pentaksir Kawasan (PEKA Sains)SK Empila Kota Samarahan

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

4. Pn. Elizabeth Jimen SK. Catholic English, Kuching

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

AJK Pemurni Modul:

1. Pn. Rokiah Bujang SK Merpati Jepang, Kuching

2. Pn Zaliana Abdullah SK Astana, Kuching

3. Pn. Lai Pei Fong Ketua Pentaksir KawasanSJK Chung Hua Batu 32, Samarahan

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

5. Pn. Sim Phoi Kiang SJK Chung Hua No 4, Kuching


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REFERENCES

Md. Arris bin Abu Yamin, et. al (2007). Integrated Curriculum For PrimarySchools : 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.

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