JABATAN PELAJARAN NEGERI SARAWAK

UPSR
SCIENCE PRACTICAL WORK ASSESSMENT ( PEKA )

YEAR 6

PEKA/YR6/JPNS

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INTRODUCTION The UPSR Science 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.

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Teacher’s guide 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.

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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.

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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/JPNS

 Study the pictures given. Debriefing:  Teacher concludes by asking questions: State different groups of animals that you have identify.1. 1. Action:  Teacher gives instructions on how to do the activities.  Follow the instructions in (APP1).2 Learning Areas: 1.1 State that some animals live in group. Learning Objectives 1.  Classify the animals according to different categories. Understanding that some animals live in group and some live solitary.1/ 1.  Identify their habitats.  Identify their eating habits (carnivores/herbivores/omnivores).SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 TEACHER’S GUIDE DATE : ______________ 1 INVESTIGATING LIVING THINGS Activity Code 6/1/1/1.1 & 1. 2. Interaction among living things. Why are these animals grouped together? PEKA/YR6/JPNS . 3. Briefing: Discussion:  Name different types of animals.1.2 State that some animals live solitary. Apparatus: Pictures of animals (APP 1) Worksheets (WS 1) Method : Individual activities Classifying STEPS 1.  Identify their external features/special characteristics. Learning Outcomes 1.1.1.

Haiwan hidup sendirian b Haiwan hidup berkumpulan SPS Criteria Tick C1 SPS 2 C2 C3 C4 PEKA/YR6/JPNS . Karnivor b. Kumpulkan haiwan berdasarkan cara hidupnya. a. Herbivor c. Kumpulkan haiwan berdasarkan cara pemakanannya. a. Omnivor 2.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : _____________________________ APPENDIX 1 Procedures: ACTIVITY SHEET DATE : ______________ CRITERIA 1 Perhatikan haiwan dibawah 1.

Kumpulkan haiwan berdasarkan cara pemakanannya.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : _____________________CLASS : _______DATE : ____________ WORKSHEET 1 A. Berikan sebab mengapa anda mengumpulkan haiwan in dalam …. Kumpulan X Karnivor Kumpulan Y Herbivor CRITERIA SPS 2 C1 1 Kumpulan Z Omnivor B. Kumpulan X: _______________________________________________ Kumpulan Y:_______________________________________________ Kumpulan Z:_______________________________________________ SPS 2 C2 C3 PEKA/YR6/JPNS ..

Kenapa haiwan di kumpulkan dalam kumpulan S hidup sendirian? ________________________________________________________ E. Kumpulkan haiwan mengikut cara hidup mereka. Kenapa haiwan dikumpulkan dalam kumpulan T hidup berkumpulan? ________________________________________________________ SPS 2 C3 PEKA/YR6/JPNS .C. Kumpulan S Hidup Sendirian Kumpulan T Hidup Berkumpulan SPS 2 C4 D.

Observe the green bean plants on both Pots after 1 week. Water the plants with the same amount of water everyday.  Based on their observation above. what is the basic need for the plants to compete? 2.  Suggest an experiment to prove your prediction. Example: Fill the two pots with cotton wools of the same size.5 & 1.2. 1.6 1.2.6 Plants compete for limited water. Briefing:  Teacher asks pupils to name basic needs of plants.  Predict what will happen to the plants in Pot A and Pot B after a few weeks.5 Plants compete for limited space. 2 Apparatus : green beans. worksheet 1 and 2 Method : Group activities STEPS 1.2 Understanding that competition is a form of interaction. Record your observation in the table in worksheet 1. Plant 5 green beans in Pot X and 50 green beans in Pot Y. 3. Pot A Pot B  Observe the plants in pot A and pot B  Explain their observation (inference).2/1. Interaction among living things. Debriefing:  Teacher concludes by asking questions.2. 1. 2 pots of the same size. cotton wool. PEKA/YR6/JPNS . Predict what will happen to the plants in Pot X and Y? Explain predictions. Pour the same amount of water into each pot. 1.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 TEACHER’S GUIDE: Activity Code Learning Areas Learning Objectives Learning Outcomes DATE : ______________ INVESTIGATING LIVING THINGS 6/1/1/1. Materials : Appendix 1.2. Action  Predict what will happen if the plants do not have enough space to grow.

Observe the green beans plants in both Pots after 1 week. Plant 5 green beans in pot Y and 50 green beans in pot X. Record your observation in the table in worksheet 1. 2.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : _____________________CLASS :_______DATE : ____________ Appendix 1 ACTIVITY SHEET 2 Procedures: Carry out a fair test. Green beans Cotton wool Pot X 1. Complete the worksheet given. 3. 4. SPS/SMS Criteria Tick SPS 4 SPS 6 C2 C3 C4 C1 SPS 7 SMS 1 C2 C6 C4 SMS 2 C5 SMS 3 C1 C2 C3 PEKA/YR6/JPNS . 5. Pot Y Fill the two Pots with cotton wools of the same size. Pour the same amount of water into each pot.

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : _____________________________ WORKSHEET 1 A. Pot X: SPS 4 C2 SPS 7 C6 SMS 3 C1 C2 C3 Pot Y : DATE : ______________ 2 CRITERIA PEKA/YR6/JPNS . Draw your observation after a week.

i. i. State…. Pot Y:______________________________________________ D. Put the same size of ________________in each pot. Pot X:______________________________________________ ii. What did you find out from the experiment? I found out that the green bean in …. Fill in the blanks below We prepared __________ pots of the________ size. What is observed ( responding variable)? ______________________________________________________ c. What are kept the same (constant variable)? ______________________________________________________ B. What conclusion can be made from the experiment? Plants compete for__________________________________________ SPS 6 C1 SPS 4 C3 SPS 4 C4 2 CRITERIA SPS7 C2 PEKA/YR6/JPNS . What is changed ( manipulated variable)? _____________________________________________________ b. Put ___________green beans in pot__________ and ______ in pot_________ Place both pots in the _______________________________ C. Answer the questions below based on your experiment. a.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : ____________________CLASS :_______ DATE : _____________ WORK SHEET 2 A. Pour the same amount of____________ in each pot.

8 marbles). Materials Method : Appendix 1.2 Understanding the effect of force. spring. ( 2.  Ask pupils to state their observation when force is applied on each object? 2.2. Worksheet 1 : Group activities Experiment STEPS 1.  Hang a few marbles on the spring accordingly. Debriefing:  Teacher asks pupils to explain their findings. . plastic bag.2. 6.press the plasticine.stretch a rubber band. marbles.3.step on an empty can. 3. Briefing:  Teacher demonstrates to the class the effect of force on objects.  Record your observation in the table. Stating that force can change the shape of an object.3 Learning Areas 1. . .  Teacher concludes by asking questions: What happened to the length of the spring each time more marbles are added? PEKA/YR6/JPNS .  Is there any other ways that force can be applied to enable the spring to be stretch longer? Spring Retort stand Plastic bag Marbles  Prepare the apparatus as shown in the diagram above.  Measure the length of the spring each time more marbles are added. Apparatus : retort stand. Action  Ask pupils to predict the shape of the spring when it is stretched.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 TEACHER’S GUIDE DATE : ______________ 3 INVESTIGATING FORCE AND ENERGY Activity Code 6/2/1/1. 4.2/1. Force Learning Objectives 1. Learning Outcomes 1.

Complete the worksheets given. 4. 6. 8 marbles) Measure the length of the spring each time more marbles are added. 3. 2. ( 2. DATE : ______________ ACTIVITY SHEET 3 Retort stand Spring Plastic bag Marbles 1. Prepare the apparatus as shown in the diagram above. SPS/SMS Criteria Tick SPS 4 C1 C2 C4 SPS 5 C3 SPS 6 C1 SPS 7 C1 C2 C4 SMS 1 SMS 2 C1 C2 C3 C1 PEKA/YR6/JPNS . Hang a few marbles on the spring accordingly. 4. Record your observation in the table.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : _____________________________ Appendix 1 Procedures: Carry out a fair test.

Gantung_____________________________________________ iii.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : _____________________________ DATE : ______________ 3 CRITERIA SPS 4 C1 C2 SPS 7 C2 LEMBARAN KERJA A. Bilangan guli 2 4 6 8 B. i. semakin C4 ________________________ ______________________________ D. Nyatakan langkah/cara kamu menjalankan eksperimen. Nyatakan pemboleh ubah di bawah. Nyatakan pemerhatian kamu dalam jadual di bawah. Letakkan ____________________________________________ iv. Apakah kesimpulan yang dapat dibuat berdasarkan eksperiment? Daya dapat________________________________________ SPS 6 C1 SPS 5 C3 PEKA/YR6/JPNS . Susun _____________________________________________ ii. Apakah hubungan diantara apa yang diubah dan apa yang diperhatikan? SPS 7 Semakin ______________________ ___________________. Ukur ____________________________________________ E. Apakah yang akan terjadi kepada panjang spring apabila lebih guli diletakkan? ________________________________________________ F. Apa yang diubah? ____________________ Apa yang diperhatikan? ____________________ Panjang spring (cm) SPS 7 C1 C.

worksheet Method : Group activities Experiment STEPS 1. 1. Teacher asks pupils to observe different types of surfaces (cement/sand paper/ plastic mat/wood) b. Friction. c. Materials : Appendix 1. d.7 1.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 TEACHER’S GUIDE Activity Code Learning Areas Learning Objectives Learning Outcomes DATE : ______________ INVESTIGATING FORCE AND ENERGY 6/2/1/1. Record your observation in a table. 4 Apparatus: A toy car / trolley. On which surface did the toy car move the furthest? On which surface did the toy car move the shortest distance? PEKA/YR6/JPNS .3. Briefing: a. Action a. Debriefing: a.3.7 Different types of surfaces affect the distance a toy car moved. 1. 3. Ask pupils to prepare the apparatus as shown in the diagram. difference types of surfaces (sand paper.3 Analyzing friction.3/1. Measure the distance of the toy car travelled on each surface. 2. ( sand paper / cement / plastic mat / glass) b. Ask pupils to explain their findings. 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. plastic mat. Ask pupils to give reasons (inferences) for their answers. cement) measuring tape and ram. Release the toy car from the same point on the ram.

. Lengkapkan lembaran kerja yang diberi. Ukur jarak yang dilalui oleh kereta mainan. SPS/SMS Criteria Tick SPS 4 C1 C3 SPS 5 C3 SPS 6 C1 C1 SPS 7 C2 C7 SMS 1 C1 PEKA/YR6/JPNS . (Sand paper / cement / plastic mat / glass) 1 2 3 Lepaskan kereta mainan dari landasan. Rekodkan pemerhatian kamu.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : ___________________CLASS :______ DATE : ______________ Appendix 1 ACTIVITY SHEET 4 Arahan: Jalankan penyiasatan di bawah.

Lengkapkan jadual di bawah. _______________________________________________________ D. Apakah kesimpulan yang dapat dibuat berdasarkan penyiasatan? Permukaan_______________ mempunyai ________________________ _______________________________________________. Nyatakan langkah-langkah yang dilakukan dalam eksperimen. SPS 7 C1 SPS 7 C4 SPS 5 C3 SPS 6 C1 PEKA/YR6/JPNS . _______________________________________________________ iv. _______________________________________________________ ii. i. dan permukaan _______________ mempunyai ____________________ _______________________________. Apakah hubungan antara apa yang diubah dan apa yang diperhatikan? Semakin _____________________________ ___________________.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : _________________CLASS: _________ DATE : ______________ WORKSHEET A. _______________________________________________________ iii. semakin ____________________________ _______________________ C. Apa yang diubah? Apa yang diperhatikan? 4 CRITERIA SPS 4 C1 C3 SPS 7 C2 B.

1 State that an object which moves faster takes a shorter time to travel in a a given distance.1. Work sheet 1 Group activities Experiment STEPS 1. Speed 2. Appendix 1.1/2.1 2. Each group is given a stop watch.1 Analyzing speed. 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. a stop watch. a meter ruler / measuring tape. 3. Calculate the speed of each pupil. Debriefing:  Teacher concludes by asking questions: Who is the fastest? Who is the slowest? PEKA/YR6/JPNS . Ask three pupils to run at a distance of 30 meters. Measure the time taken by each pupil. Briefing: Discussion:  Ask two pupils to walk from the back to the front of the classroom.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 TEAHER’S GUIDE Activity Code Learning Areas Learning Objectives Learning Outcomes Apparatus: Materials : Method : DATE : ______________ INVESTIGATING FORCE AND ENERGY 5 6/2/2/2. Action:      Ask pupils to work in a group of 5. 2.1.  Teacher asks questions. a meter ruler or measuring tape.

2. Ukur masa yang diambil oleh murid tersebut. Rekodkan masa yang diambil dan kira kelajuan setiap murid didalam jadual di bawah. 1. 3. 4. Lakuakn dalam kumpulan. 5 orang. Lengkapkan lembaran kerja yang diberikan. tiga orang murid dikehendaki berlari sejauh 30 meter. Nama Masa yang diambil Kelajuan SPS/SMS Criteria Tick SPS 4 C1 C2 SPS 5 C3 SPS 7 C1 C2 SMS 1 C1 PEKA/YR6/JPNS .SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : _____________________________ Appendix 1 DATE : ______________ 5 ACTIVITY SHEET Procedures: Jalankan penyiasatan di padang. Dalam setiap kumpulan.

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : _______________________CLASS :______ DATE : _________________ WORKSHEET A. Nyatakan pemerhatian kamu di bawah Apa yang diubah? ___________________ Apa yang diperhatikan? ___________________________ 5 CRITERIA SPS 4 C1 C3 SPS 7 C2 B. Kira kelajuan bagi setiap murid i) Nama: ( ) Laju = Jarak Masa SPS 5 C3 ii) Nama: ( ) iii) Nama: ( ) PEKA/YR6/JPNS .

Debriefing:  Ask pupils to report their observation.1 Understanding food spoilage. Observe the bread after 5 days. Bread X is put in a transparent plastic bag with few holes on it. Bread A is mouldy and bread B is fresh. Food preservation.1.  What are the basic needs for fungi to grow? Action:      Prepare 2 slices of bread. Put it in the cupboard. : Individual activity. STEPS Briefing:  Observe two slices of bread. 6 2 pieces of bread.1. magnifying glass / microscope. 1.  What is the suitable condition for fungi to grow?  Explain why mouldy bread cannot be eaten. Bread Y is put in the transparent plastic bag and keeps in a refrigerator.4 State the condition for microorganism to grow. transparent plastic bag.  State their inference.4 1. PEKA/YR6/JPNS .1/1.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 TEACHER’S GUIDE Activity Code Learning Areas Learning Objectives Learning Outcomes Apparatus: Method DATE : ______________ INVESTIGATING MATERIAL 6/3/1/1. Record your observation in the worksheet. 1.  Ask pupils to differentiate between the 2 slices of bread. Experiment.

Observe the bread after 5 days. Complete the worksheets given. Put it in the cupboard.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : ____________________CLASS: ________DATE : _____________ Appendix 1 ACTIVITY SHEET 6 Procedures: Carry out a fair test. 3. Record your observation in the worksheet. Bread X is put in a transparent plastic bag with few holes on it. Bread X 1. Bread Y is put in a transparent plastic bag and kept in a refrigerator. Bread Y Prepare 2 slices of bread. SPS/SMS Criteria Tick C1 C2 SPS 4 C3 C4 SMS 2 C2 C4 C1 SMS 3 C3 C4 PEKA/YR6/JPNS . 5. 2. 4.

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : _____________________CLASS : _______ DATE : ____________ WORKSHEET A. i What did you do in the experiment? ii What did you find out from the experiment? ______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ SPS 4 C4 PEKA/YR6/JPNS . Write a brief report. Draw your observations in the space provided 6 CRITERIA SPS 4 C1 C2 C3 B.

 Carrying out an activity to preserve the fish.  Suggesting ways to preserve fish.2/1. Learning Outcomes 1. Food preservation. Apparatus: a fish.2. STEPS Briefing:  Observe 2 fish in two different conditions. some salt.2 Understanding food spoilage. Learning Objectives 1. Method : Individual activity. a stale fish ii. Action:  Preserving fish.  Teacher concludes by asking questions: Why do you use salt to preserve the fish? State other ways to preserve fish? 7 PEKA/YR6/JPNS .2. Project work.1 Describe ways to preserve food.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 TEACHER’S GUIDE DATE : ______________ INVESTIGATING MATERIAL Activity Code 6/3/1/1. salted fish  Which of these fish is safe to eat?  State your reasons (inferences). Debriefing:  Ask pupils to report their observation. knife.1 Learning Areas 1.  Write the steps of preserving fish. i.

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : ___________________CLASS: _______ DATE : _____________ Appendix 1 Procedures: ACTIVITY SHEET 7 1. Suggest ways to preserve fish. 3. SPS CRITERIA TICK SPS 4 C3 SPS 7 C4 SMS 1 C2 SMS 2 C1 SMS 4 C1 C2 PEKA/YR6/JPNS . Write the steps of preserving fish. Carry out an activity to preserve the fish. 2.

1 __________________________________________________________ 2 __________________________________________________________ 3 __________________________________________________________ 4__________________________________________________________ 5__________________________________________________________ B. State the steps of preserving the fish._______ DATE :____________ WORKSHEET 1 A.SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 6 NAME : _____________________CLASS . Why do you choose salting in your preservation project? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ SPS 4 C3 CRITERIA SPS 7 C4 7 PEKA/YR6/JPNS .

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. Sinah Robinson Ketua Pentaksir Kawasan SK. Serian. Pn. Rokiah Bujang 2. Smail SK Merpati Jepang. Kuching 5. En. Kuching Ketua Pentaksir Kawasan SJK Chung Hua Batu 32. Pn Azmiera Abdullah 4. Pn. Kuching Ketua Pentaksir Kawasan (PEKA Sains) SK Empila Kota Samarahan Pentaksir Kawasan SK ST. Elizabeth Jimen 5. Pn. Pn Zaliana Abdullah 3. Kuching SJK Chung Hua No 4. Kota Samarahan AJK Pemurni Modul: 1. En. Ettin Lambat Ketua Pentaksir Negeri (PEKA Sains) SK ST Faith. Sim Phoi Kiang PEKA/YR6/JPNS . En. Kuching SK. Pn. Mohamad Ya’akub b. Theresa Padungan. Wellington Laichon Gaong 3. Kuching SK Astana. Lai Pei Fong 4. Catholic English. Samarahan Ketua Pentaksir Kawasan SK Jalan Arang.Penaung En. Pn. Kuching 2.

Arris bin Abu Yamin. Assessment Guide : Science Practical Work Assessment. al (2007). PEKA/YR6/JPNS .REFERENCES Md. Kuala Lumpur :Dewan Bahasa dan Pustaka. Lembaga Peperiksaan Malaysia Kementerian Pelajaran Malaysia 2008. et. Integrated Curriculum For Primary Schools : Science Year 6 Practical Book Year Six.