Professional Documents
Culture Documents
NEGERI
SARAWAK
UPSR
SCIENCE PRACTICAL WORK
ASSESSMENT
( PEKA )
YEAR 6
1.0
INTRODUCTION
PEKA/YR6
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.
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.
PEKA/YR6
TEACHERS GUIDE x
____________
ASSESSMENT
1
x 1
DATE :
Activity Code
2. Action:x
Teacher gives instructions on how to do the activities.
xx
Study the pictures given.x
Follow the instructions in the activity sheet.
Classify the animals according to different categories.
3. Debriefing:
Teacher concludes by asking questions: x
State different groups of animals that you have identify.x
ASSESSMENT
1
x 1
PEKA/YR6
CRITERIA
Procedures: x
Study the animals in the picture below.x
x deer
x hornbill
bear
x duck
monkey
x turtle
x owl
SPS/S
MS
x
Criteri
a
Tick
x chicken
SPS 2
C1
C2
C3
C4
ASSESSMENT
1
x 2
____________
WORKSHEET
CRITERIA
SPS 2
C1
Group Y
Herbivores
Y xx
Group X
Carnivores
X xx donfwu
Group Z
Omnivores
Z x
SPS 2
B. Give your reasons for grouping the animals in
x xC2
C3
Group X:
___________________________________________________
X
Group
Y:___________________________________________________
PEKA/YR6
Y
Group
Z:___________________________________________________
Z
C.
SPS 2
C4
Group T
Live in group
SPS 2
C3
D. Why do animals in group S live in solitary?
s x
______________________________________________________
__
_____________________________________________________
___
1.2.6
Materials :
Method
Group activities
STEPS
Briefing:
Teacher asks pupils to name basic needs of
plants.
1.
Pot A
Pot B
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. 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.
PEKA/YR6
Green beans
Cotton wool
Pot X
1.
2.
3.
4.
5.
Pot Y
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.
Observe the green beans plants in both pots after 1 week.
Record your observation in the table in worksheet 1.
SPS/S
MS
Criteri
a
Tick
PEKA/YR6
SPS 4
C2
C3
C
4
SPS
6
C1
SPS
SMS
7
1
C2 C6C4
SMS 2
C5
SMS 3
C
1
C2
C3
CRITERIA
Pot X
SPS 4
C2
SPS 7
C6
SMS 3
C1
C2
C3
Pot Y
_____________
WORKSHEET 2
A. Answer the questions below based on your
experiment.
CRITERIA
SPS7
C2
i. State
a. what is changed (manipulated variable).
_________________________________________________
____
b. what is observed (responding variable).
_______________________________________________
_______
c. what are kept the same (constant variables).
SPS 4
_______________________________________________
_______
C4
SPS 4
C3
SPS 6
C1
_____________________________________
Method
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
Spring
Retort stand
Plastic bag
Marbles
SPS/S
MS
Criteri
PEKA/YR6
SPS 4
C1
C2
SPS
5
C3
SPS
6
C1
SPS 7
C1
C2
SMS 1
C4
C1
C2
SMS
2
C1
a
Tick
PEKA/YR6
CRITERIA
SPS 4
C1
C2
SPS 7
C2
What is
observed?
__________________
__
SPS 7
C1
___________________, the
________________________
______________________________
SPS 7
C4
SPS 5
C3
SPS 6
C1
TEACHERS GUIDE
DATE : ______________
INVESTIGATING FORCE AND ENERGY
Activity Code6 / 2 / 1 / 1.3 / 1.3.7
Learning Areas1Friction.
Learning Objectives1.3Analyzing friction.
Learning Outcomes1.3.7 Different types of surfaces affect the
distance a toy car moved.
Materials
and ramp.
Apparatus :
Method
1.
2.
Group activities
Experiment
STEPS
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.
Action
Ask pupils to prepare the apparatus as shown in the diagram.
ramp
3.
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.
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?
PEKA/YR6
ramp
SPS/S
MS
Criteri
a
Tick
PEKA/YR6
SPS 4
C1
C3
SPS 5
SPS 6
C3
C1
SPS 7
C1
C2
SMS 1
C7
C1
What is observed?
4
CRITERIA
SPS 4
C1
C3
___________________
_________________
_
SPS 7
C2
SPS 7
C1
SPS 7
C4
SPS 5
C3
SPS 6
C1
i. Set up a
________________________________________________
ASSESSMENT
2
x 2
Activity Code
6 / 2 / 2 / 2.1 / 2.1.1
Learning Areas
2
Speed
x
x
Learning Objectives
2.1Analyzing speed.
x
Learning Outcomes
2.1.1 State that an object which moves faster
takes a shorter time to travel in a
a given distance.
x x x x x x
x
Apparatus:Stop watch, a metre ruler or measuring tape.
x x x/
Method:Group activitiesx Experiment
x x
STEPS
1. Briefing xx:
Discussion xx:
Ask two pupils to walk from the back to the front of the
classroom.
x x x
Teacher asks questions. x
Who walked faster?xx x
How do you know he/she walked faster? x x
x
Who took the shorter time?x xx
Did they walk the same distance? xx x x
2. Action x :
Ask pupils to work in groups of 5.
Each group is given a stop watch, a metre ruler or measuring
tape.
x/
Ask a pupil from each group to run)the length of a basketball
court) .
xx x x x
Measure the time taken by each pupil.
x x x x x
Calculate the speed of each pupil.
PEKA/YR6
x x x x
3. Debriefing :
Teacher concludes by asking questions:
x
Who is the fastest?
x x
Who is the slowest?
x xx
ASSESSMENT2
x
Procedures x:
Carry out the investigation in the basketball court.
xx
Complete the worksheet given.
1. Work in a group of 6.
2. Measure the length of the basketball court. x x
3In each group, ask 1 pupil to run (length of a basketball court).
xx
4. Measure the time taken by each pupil. x x x x
5. Record the time taken and calculate the speed of each pupil in the
table.
x x x x
6State the variables in the investigation.x xxx x
PEKA/YR6
SPS/SM
S
x
Criteria
SPS 1
x
C
1
C
2
SPS 4
x
C
1
C2
C3
SPS 5
x x
C1C2
Tick
PEKA/YR6
What is measured?
CRITERIA
SPS 4
C1
C3
___________________________
SPS 7
C2
SPS 5
C3
ii) Name: (
iii) Name: (
PEKA/YR6
ASSESSMENT
3
x 3
1 / 1.1 / 1.1.4
Food preservation.
Understanding food spoilage.
State the condition for microorganism to
Apparatus:
Method
6/3/
1
1.1
1.1.4
Individual activity.
Experiment.
STEPS
1. Briefing:
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.
PEKA/YR6
Procedures:
Carry out the fair test.
Complete the worksheets given.
Bread X
Bread Y
SPS/S
MS
Criteri
a
Tick
PEKA/YR6
SPS 4
C1
C2
C3
SMS 2
C4
C2
C
4
SMS 3
C1
C3
C4
A.
WORKSHEET
Draw your observations in the space provided.
CRITERIA
SPS 4
C1
C2
C3
SMS 3
C1
C3
C4
B.
SPS 4
C4
_______________________________________________
_______
________________________________________________
_______
________________________________________________
_______
________________________________________________
_______
________________________________________________
_______
________________________________________________
_______
PEKA/YR6
DATE :
Individual activity.
Project work.
STEPS
1. Briefing:
Observe 2 fish in two different conditions.
i. stale fish
ii. 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.
Teacher concludes by asking questions:
Why do you use salt to preserve the fish?
State other ways to preserve fish?
YEAR 6
SPS
CRITERI
A
TICK
SPS 4
C3
SPS 7
C4
SMS 1
C2
SMS 2
C1
SMS 4
C1
C2
7
NAME : _____________________CLASS ;_______ DATE
:____________
WORKSHEET 1
CRITERIA
SPS 7
C4
2
______________________________________________________
____
3
______________________________________________________
____
4_____________________________________________________
_____
SPS 4
C3
5_____________________________________________________
_____
PEKA/YR6
Penulis Modul:
1. En. Ettin Lambat
Kuching
4. Pn. Elizabeth Jimen
6.
7.
8.
Samarahan
PEKA/YR6
9.
10.
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