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UPSR
SCIENCE PRACTICAL WORK ASSESSMENT ( PEKA )
YEAR 4
PEKA/YR4/JPNS
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
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. 1.0 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. 2.0 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/YR4/JPNS
4 pots of balsam plants (same size & height), marker pen, transparent plastic bag, a big box, water Group activities Experiment STEPS
Method
1. Briefing: Discussion: What are the basic needs of plants? Suggest an experiment to prove that the basic needs of plants are; air water sunlight 2. Action: Label the balsam plant W, X, Y and Z. Wrap balsam plant Y with a transparent plastic bag. Place balsam plant Z in a box or cupboard. Place balsam plants W, X and Y at the back of your classroom. Do not water balsam plant X. Complete your worksheet after a week. 3. Debriefing: PEKA/YR4/JPNS
Teacher concludes by asking questions: What will happen to the plants if there is not enough water, sunlight and air?
PEKA/YR4/JPNS
X water
SPS 7 C5 C6
SPS 4 C3
SMS 2 C2 C4
1
CRITERIA
SPS4
i. Plant X: __________________________________________ ii. Plant Y:__________________________________________ iii. Plant Z:__________________________________________ C. What is the conclusion based on the experiment? ___________________________________________________ ____ ___________________________________________________ ____
C3
4 / 2 / 2.4.1 / 4.2 / 4.3 / 4.4 1 Living things undergo life processes. 2.4 Understanding the life processes that 2.4.1 State that plant responds to stimuli. 2.4.2 Identify the part of plant that
responds to the water. 2.4.3 Identify the part of plant that responds to the gravity. 2.2.4 Identify the part of plant that responds to the sunlight. Materials : Method : green beans, cotton wool, 3 plastic bottles of same size, water. Group activities Experiment.
1.
STEPS Briefing: Discussion: Name 3 types of plant stimuli. Suggest an experiment to prove that plants respond to stimuli. - water - sunlight - gravity
2.
Action: Soak some green beans until the shoots appear. Label 3 plastic bottles as X, Y and Z. Place three green beans of the same size on the cotton wool in each plastic bottle. Place Z in a box with a hole on its side. Water X and Z daily. Water Y at one corner of the container daily. Observe the beans every two days. Draw your observation in the table given. . 3. Debriefing: Ask pupils to report their finding after a week. Teacher concludes by asking questions: Which parts of the plant respond to water / light / gravity?
ACTIVITY SHEET Procedures: 1. Refer to Science Practical Book Year 4 page 17 and page18. 2. Soak some green beans until the shoots appear. 3. Label 3 plastic bottles as X, Y and Z. 4. Place three green beans of the same size on the cotton wool in each plastic bottle. 5. Place Z in a box with a hole on its side. 6. Water X and Z daily. 7. Water Y at one corner of the container daily. 8. Observe the beans every two days. 9. Draw your observation in the table given.
SPS 4 C1 C2 C3
SMS 2 C1 C3
NAME : ____________________CLASS: ________ DATE :_____________ WORKSHEET A. Observation : Da y 1 X Drawing of plants Y Z SPS 4 C1 C2 CRITERIA
SPS 4 C3
B. Answer the following questions 1. Where do the roots of the plant in Y grow? __________________________________________________ ____ 2. Why are the shoots of plant Z different from X? __________________________________________________ ____ 3. Why are the directions of the shoots in Z different from X? __________________________________________________ PEKA/YR4/JPNS
____
3.4 Understanding that plants have specific characteristics to protect themselves from enemies. Learning Outcome 3.4.1 Identify the specific characteristics of plants that protect them from enemies. Materials : Sugar cane stem, papaya leaf, aloe vera stem, pineapple, yam leaf, gloves and knife. Apparatus : Method : Magnifying glass. Group activities STEPS 1. Briefing: Discussion: Ask pupils to name the plants with the same characteristics that protect them from enemies. How do these characteristics of the plants protect them from their enemies? 2. Action: Teacher explains to the pupils the work-in-station ( 5 stations) method of experiments. Pupils identify and compare the characteristics of the specimen PEKA/YR4/JPNS
3. Debriefing: Ask pupils to report their findings. What is the conclusion from this activity?
Procedures: 1. Work in groups in rotation stations-method. 2. Observe the special characteristics of the plants using a magnifying glass to identify their ways of protections against enemies. 3. Record your findings in the table given.
PEKA/YR4/JPNS
C1
SPS 2 C2
C3
C1
SPS 4 C2
C3
SMS 2 C1 C3
____________________________________________ iii. Thorns : ____________________________________________ C. What is your conclusion? Plants have specific characteristics such as __________, __________ or produce ______________ to protect themselves from their enemies. SPS 4 C3
Plastic sheet/bag, marker pens, scissors, cloth peg and Ruler and stop watch. Group activities Experiment. STEPS
Apparatus : Method :
PEKA/YR4/JPNS
1. Briefing: Discussion: Teacher draws the canopy of the parachute on the board (20cm X 20 cm). Calculate the area of the canopy of parachute. How does the length of the string affect the time taken for the parachute to fall on the ground? 2. Action: Teacher demonstrates on how to make a parachute. Teacher sets up the apparatus as shown in the picture on page 34 of Science year 4 Practical Book. Teacher asks pupils to record their observation. 3. Debriefing: Ask pupils to report their findings. What is the conclusion from the experiment?
PEKA/YR4/JPNS
1. Procedures: 1. Work in groups of four. 2. Cut the plastic into a 20 cm X 20 cm square as the canopy of the parachute. 3. Measure four lengths of strings 30 cm each. 4. Tie the strings to every corner of the canopy. 5. Gather the ends of the strings together. 6. Tie the ends to a cloth peg. 7. Drop the parachute from a height of two metres. 8. Record the time taken for your parachute to reach the ground in the table given. 9. Repeat steps 3-8 using different length of string as shown in the table.
C1
SPS 3 C2
C3
SPS 4 C3
SPS 7 C1 C2 C3
20 cm X 20 cm 20 cm X 20 cm 20 cm X 20 cm B. Identify the variables. What are kept the same (constant variables) What is changed (manipulated variable) What is measured (responding variable)
25 20 15
C3
SPS 7 C2
SPS 7 C1
C. State the relationship between what is changed and what is measured in your experiment. ____________________________________________________ _____ D. What is your conclusion? The ____________ the string, the __________ the time taken for the parachute to fall on the ground.
SPS 4 C3
PEKA/YR4/JPNS
INVESTIGATING FORCE AND ENERGY Activity Code Learning Area Learning Objective Learning Outcomes system. Materials Apparatus ruler Method : String : Weights ( pendulum ), retort stand, stop watch, metre : Group activity Experiment STEPS 1. Briefing: Discussions: State different ways to measure time. Teacher explains to the pupils that time can be measured using a pendulum. 4/ 2 / 1 1.6 1.6.5 1.6.6 1 / 1.6 / 1.6.5 & 1.6.6 Measurement. Understanding how to measure time. Measure time using appropriate tools. Record the time measured in metric
2. Action : Set up the apparatus as shown in the activity sheet with a 20 cm pendulum. Pull the pendulum up to a desired height against the metre ruler. Release the pendulum and at the same time start the stopwatch. Measure the time taken for 20 swings. Record the observation in a table. Repeat the steps with a 30cm, 40cm and 50cm pendulum. 3. Debriefing : Get the groups to present their results. Compare the results. Ask pupils to identify the pattern (trend) in the time taken for 20 swings. Help pupils to make conclusion.
PEKA/YR4/JPNS
Procedures: 1. In your group set up the apparatus as shown below. 2. Start with a 20 cm pendulum. 3. Pull the pendulum up to a desired height against the metre ruler. 4. Release the pendulum and at the same time start the stopwatch. 5. Measure the time taken for 20 swings. 6. Record your observation in the table in worksheet 1. 7. Repeat the steps with a 30cm, 40cm and 50cm pendulum. 8. Compare your results with the other groups. 9. Answer the questions in your worksheet.
SPS/S MS Criteri
SPS 3 C2 C3 C4
SPS 4 C1 C2
SPS 7 C1 C2 C2
SMS 1 C3 C4
SMS 5 C1
PEKA/YR4/JPNS
a Tick
B. Based on your investigation, state; i. what is changed? _______________________________________ ii. what is observed / measured? _____________________________ ________________________________________________ _____ iii) what are kept the same? ________________________________ ________________________________________________ _____ C. What is the trend in the time taken for 20 swings as the length of the pendulum increases? __________________________________________________ ____ PEKA/YR4/JPNS
SPS 7 C2
SPS 3 C4
SPS 7 C1
D. What is the relationship between the length of pendulums and the time taken for 20 swings? The longer the ___________________________________________ the ____________________________________________________
Materials : Pencil, metal spoon, plastic spoon, metal ruler, plastic ruler, straw, eraser, sponge, handkerchief, newspaper, rubber band, glass rod, ten cent coin and leather belt. Apparatus : Method : A basin of water Group activities Experiment STEPS
PEKA/YR4/JPNS
1.
Briefing: Discussion: Teacher shows a handkerchief and asks one pupil to touch it. Ask him to tell the class how it feels. Teacher asks pupils to predict whether the handkerchief floats or sinks. Action: Teacher asks pupils to carry out an experiment to identify materials that float or sink and ability to absorb water. Teacher asks pupils to record their findings. Teacher asks pupils to group the objects accordingly in their worksheets. Debriefing: Ask pupils to report their finding. Teacher concludes by asking questions: Name other objects that can float, sink and the ability to absorb water. What are the materials used to make the objects?
2.
3.
PEKA/YR4/JPNS
Procedures:
water
1. Put the objects inside a basin of water one at a time. 2. Record your observation. 3. Refer to Science Practical Book Year 4 page 49 - 50.
C1
SPS 2 C2
C3
PEKA/YR4/JPNS
SPS 2 C1 C2 C3
Float
Sink
Properties of materials
PEKA/YR4/JPNS
1.
Briefing: Discussion: Ask pupils to identify the materials used to make the objects shown. Predict which materials conduct and do not conduct electricity. 2. Action: Built a circuit as shown in the activity sheet. Choose an object and identify the material. Clip a crocodile clips / wires to both end of each object. Record your observation in the table in the worksheet.
3. Debriefing: Teacher concludes by asking questions: Which materials conduct electricity? Which materials do not conduct electricity?
key nail eraser metal spoon 3. Prepare a circuit and connect each object to the circuit. 4. Observe the condition of the bulb when each material is connected to the circuit. 5. Record your observation in the worksheet. paper clip newspaper
SPS 2 C 1 C2 C 3 C 4
SPS 4 C1 C2 C 1
SPS 6 C 2 C 4
SPS 7 C2 C3
SMS 1 C1 C2
CRITERIA SPS 4 C1
B. Group the objects that are made of plastic, wood or SPS 2 metal. C1 C2 Plastic Wood Metal C3 C4
C Group the materials that conduct electricity (conductor) and do not conduct electricity (insulator). Electric conductor Electric insulator
E.
PEKA/YR4/JPNS
Apparatus : 3 test tubes, sand paper, test-tube rack, rubber stopper and calcium chloride Method : Group activities Experiment STEPS 1. Briefing: Discussion: Compare two nails or any object made of iron in two different conditions (rusting and not rusting). Describe the differences between the two objects. Explain their observation. 2. Action: Prepare the experiment based on the illustration given in the activity sheet. Rub all the nails with a sand paper to remove the coating. 3. Debriefing: Teacher concludes by asking questions. Predict what will happen to the nail in each test tube. Why does iron rust?
PEKA/YR4/JPNS
calcium chloride
nail
SPS 4 C1
SPS 7 C2 C3 C5 C1
SMS 1 C2 C3
PEKA/YR4/JPNS
8
Criteria
A. Record the result of the investigation in the table below. Test Tube Observation P Q R
SPS 4 C1
SPS 7 B. State the following in your investigation i. What is changed (manipulated variable). __________________________________________________ ____ ii. What is observed (responding variable). _________________________________________________ _____ C. Match the statements correctly. calcium chloride It is used because it does not contain air. It is used to prevent the air from entering into the water. It is used to absorb water vapour in the air. SPS 7 C3 C2 C3 C5
Boiled water
Oil
Penaung En. Su Hiong Ai Ketua Sektor Sektor Penilaian dan Peperiksaan Jabatan Pelajaran Negeri Sarawak
Penasihat: En Lananan bin Mohamad Penolong Pengarah Unit Pentaksiran Sektor Penilaian dan Peperiksaan Jabatan Pelajaran Negeri Sarawak
Penulis Modul: 1. En. Ettin Lambat 2. En. Wellington Laichon Gaong 3. Pn Azmiera Abdullah 4. Pn. Elizabeth Jimen 5. Pn. Sinah Robinson Ketua Pentaksir Negeri (PEKA Sains) SK ST Faith, Kuching Ketua Pentaksir Kawasan (PEKA Sains) SK Empila Kota Samarahan Pentaksir Kawasan SK ST. Theresa Padungan, Kuching SK. Catholic English, Kuching Ketua Pentaksir Kawasan SK. Serian, Kota Samarahan
AJK Pemurni Modul: 1. Pn. Rokiah Bujang 2. Pn Zaliana Abdullah PEKA/YR4/JPNS SK Merpati Jepang, Kuching SK Astana, Kuching
3. 4. 5.
Pn. Lai Pei Fong En. Mohamad Yaakub b. Smail Pn. Sim Phoi Kiang
Ketua Pentaksir Kawasan SJK Chung Hua Batu 32, Samarahan Ketua Pentaksir Kawasan SK Jalan Arang, Kuching SK Chung Hua No 4, Kuching
REFERENCES Raja Sarimah bt Raja Alias, et. al (2007). Integrated Curriculum For Primary Schools Science Year 4 Practical Book Year Four. Kuala Lumpur : Dewan Bahasa dan Pustaka. Assessment Guide : Science practical Work Assessment . Lembaga Peperiksaan Malaysia Kementerian Pelajaran Malaysia 2008.
PEKA/YR4/JPNS