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JABATAN PELAJARAN NEGERI SARAWAK UPSR SCIENCE PRACTICAL WORK ASSESSMENT ( PEKA ) YEAR 5 PEKA/YR5/JPNS
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Page 1: 79770227 Science Practical Assessment Yr 5

JABATAN PELAJARAN NEGERI SARAWAK

UPSR

SCIENCE PRACTICAL WORK ASSESSMENT

( PEKA )

YEAR 5

PEKA/YR5/JPNS

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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 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- (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.

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/YR5/JPNS

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SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

TEACHER’S GUIDE DATE : ______________

INVESTIGATING LIVING THINGS

Activity Code 5/1/1/1.1/1.1.4Learning Area 1 Microorganism Learning Objective 1.1 Understanding that a microorganism is a living thing. Learning Outcome 1.1.4 State that microorganism grows.

Apparatus : a slice of bread a few drops of water a plastic bag

Method : Group activities Experiment

STEPS

1. Briefing:• Discussion: Teacher shows a rotten lemon or (any fruits available) in a transparent plastic bag. Two pupils are asked to observe the mould on the rotten lemon. State their observation.

2. Action:• Teacher asks pupils to carry out an experiment to find out how

microorganisms grow.• Teacher asks pupils to record their findings.• Teacher asks pupils to draw their observation.

3. Debriefing:• Ask pupils to report their findings.• What did you observe on the bread?• Explain your observation.

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SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ________________________CLASS: ______DATE : ___________

Appendix 1 ACTIVITY SHEET

Procedure : Carry out an activity. Complete the worksheets given.

1. Drip a few drops of water onto a slice of bread.2. Put the bread in a transparent plastic bag on the table for five

days.3. Observe the bread after five days. (do not take out the bread

from the plastic bag).4. Use a hand lens to observe the bread.5. Draw what you observed.6. Record your observation.

PEKA/YR5/JPNS

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SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ________________________CLASS: ______DATE : ___________

PEKA/YR5/JPNS

SPS/SMS

SPS 4 SMS 3

Criteria C1 C 2 C 3 C 1 C 2 C 3Tick

1

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SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

TEACHER’S GUIDE DATE : ______________

INVESTIGATING LIVING THINGS

Activity Code 5/1/2/2.2/2.2.5Learning Area 2. Survival of the Species.Learning Objective 2.2 Understanding that different plants

have their own ways to ensure the survival of their species.

Learning Outcome 2.2.5 Identify the characteristics of seeds and fruits to the ways they

are dispersed.

Apparatus : manila cards, science textbooks, scissors, magnifying glass

Teacher has to come with any fruit available or pictures of fruits.

Method : Group activities Experiments

Steps

PEKA/YR5/JPNS

WORKSHEET 1 CRITERIA

A. Draw your observation.

B. Put a tick (\/) if you can see black spots on theB. Put a tick (\/) if you can see black spots on the bread.

What do you observeObservation Day 1 Day 2 Day 3 Day 4 Day 5Black spots

C. Answer all the questions.

1. What did you see on the bread?

______________________________________________

2. Give a reason why the mould could grow on the bread?

________________________________________________________

D. Conclusion :

A Mould is a type of _________________. It is a living thing because it

________________________________________________________

SPS 4

C1C2

SMS 3

C1C2C3

SPS 4

C1C2

SPS 4

C3

2

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1. Briefing:• Discussion: There are four stations in this activity. At each station, you are provided with fruits and seed specimens. Observe the characteristics of each specimen and relate them to the way they are dispersed.

2. Action:Carry out this activity in the classroom.Pupils in each group will study the characteristics of each specimen and relate them to the

way they are dispersed.(any other fruit available).Record your observation into a worksheet.

3. Debriefing:• Ask pupils to report their findings. How do the characteristics of the fruits and seeds at each station help them to be dispersed? What will happen if the fruits and seeds are not dispersed?

SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 5

NAME : _______________________CLASS: ______ DATE : ___________

ACTIVITY SHEETProcedures:

1. Carry out this activity in the classroom.2. Pupils in each group study the characteristics of each specimen

and relate them to the way they are dispersed.(any fruit available)

3. Record your observation into your worksheet.

A. Complete the table below.Statio

nName of fruit / Seed Characteristics Way of

DispersalA

Long bean

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Ladies finger

B

Angsana

Lallang

C

Rambutan

Tomato

Love grass

D

Lotus fruit

Coconut

SPS SPS 1 SPS 2 SPS 4Criteria C1 C2 C1 C3 C1Tick

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ____________________CLASS :_______ DATE :______________

WORKSHEET CRITERIA

A. Complete the table below. Write any other fruits or seeds beside the ones used in this investigation.

Dispersed by Wind

Dispersed by Water

SPS 1 C1C2

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2

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Dispersed by Animals

Dispersed by Explosive

Mechanism

B. How do the characteristics of the fruits and seeds

at each station helped

them to be dispersed?

___________________________________________________

_____

___________________________________________________

_____

C What will happen if the fruits and seeds are not

dispersed?

____________________________________________________

____

________________________________________________________

SPS 2

C1C3

SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 5

TEACHER’S GUIDE DATE : ______________

INVESTIGATING FORCE AND ENERGY

Activity Code 5/2/2/2.2/2.2.3

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Learning Area 2 ElectricityLearning Objective 2.2 Understanding a series circuit and a parallel circuit.Learning Outcome(s) 2.2.3 Comparing the brightness of the bulb in a series circuit and a parallel circuit.

Apparatus : Battery holder, 2 AA size batteries, 2 bulbs with holders, switch, a piece of A4 paper, wires with crocodile clips.

Method : Group activities. Experiment.

STEPS1. Briefing:

• Discussion: What happened to the bulbs when the two circuits are completed? Which circuit has brighter bulbs?

The set-up experiment.

2. Action:• Teacher explains on how to build a circuit.• Teacher tells the pupils the arrangement of a series circuit and

parallel circuit.• Compare the brightness of the bulbs between the two circuits.• Observe and record your findings.

3. Debriefing:• Ask pupils to report their findings.• What can you conclude from the two experiments?

PEKA/YR5/JPNS

A complete circuit Parallel circuit Series circuit

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SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ___________________CLASS : __________DATE : ___________

Appendix 1 ACTIVITY SHEET

Procedures: Carry out an activity. Complete the worksheet given.

1. Draw a series circuit and a parallel circuit diagram onto the A4 paper provided.

2. Build a series circuit and a parallel circuit according to the diagrams that you have drawn.

3. Switch the circuits on.4. Compare the brightness of the bulbs between the two circuits.5. Observe and record your findings.

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3

A complete circuit

Parallel circuit Series circuit

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SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : __________________CLASS :___________DATE : ____________

WORKSHEET CRITERIA

A. Draw your observation in the table below.

Series circuit Parallel circuit

B. Identify the variables.

What are kept the same?What is changed?What is observed?

C. Define a complete circuit. _________________________________________________________

SPS 4 C1C2

SMS 3

C1C2C3

SPS 7

C2C3

SPS 6

C1

PEKA/YR5/JPNS

SPS/SMS

SPS 4 SPS 6 SPS 7 SMS 3

Criteria

C1 C2 C3 C1 C2 C3 C2 C3 C1 C2 C3

Tick

3

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D. Define an incomplete circuit. _________________________________________________________

E. Which circuit has a brighter bulb? _________________________________________________________

F. What do you conclude from the investigation? The bulbs in a ___________________ circuit are brighter than the bulbs in a ____________________ circuit.

C2``C3

SPS 4

C3

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

TEACHER’S GUIDE DATE : ______________

INVESTIGATING FORCE AND ENERGY

Activity Code 5/2/3/3.1/3.1.4Learning Area 3 LightLearning Objective 3.1 Understanding that light travels in a straight line. Learning Outcome 3.1.4 Design a fair test to find out what factors cause the size of shadow to change by deciding what are kept the same, what is changed and what is observed.

Apparatus : torch, metre ruler, plasticine, square cards (3cm x 3cm) or any object, screen

Method : Group activities Experiment

STEPS

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1. Briefing: Discussion:

• Teacher demonstrates on how the shadow is formed

• How to change the size of the shadow?2. Action:

• Teacher asks pupils to carry out an experiment.• Teacher asks pupils to record their observation.

3. Debriefing:• Ask pupils to report their findings.

What do you conclude from the experiment?

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ______________________CLASS :_______DATE : ____________

Appendix 1 ACTIVITY SHEET

Procedures: Set up an experiment as shown in the diagram below. Answer the worksheets given.

PEKA/YR5/JPNS

shadow Square card (any object)

Torch /Light source

Screen

10 cm 5 cm

4

shadow

Square card (any object)

Torch/Light Source

Screen

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1. Place the square card (object) 5 cm from the screen.2. Put the torch (light source) 10 cm from square card (object).3. Shine the light source on the square card (object) to form a

shadow on the screen.4. Mark the position of the torch (light source).5. Calculate the area of shadow formed. (Length X width)6. Repeat steps 3 to 6 by changing the distance between the torch

(light source) and the square card (object) as shown in the table given.

7. Record your observations.

SPS/SMS SPS 4 SPS 7 SMS 1Criteria C1 C2 C1 C2 C3 C5 C6 C1 C2 C3 C4Tick

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ___________________CLASS :_________DATE : ____________

WORKSHEET 1 CRITERIA

A. Record your observation in the table below.SPS 4

C1C2

PEKA/YR5/JPNS

Distance between the object from the light

source (cm)

Area of the shadow( cm2)

10152025

4

10 cm 5 cm

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B. Identify the variables.

What are kept the same?(constant variable)What is changed?(manipulated variable)What is observed?(responding variable)

C. State the relationship between what is changed and what is observed. _________________________________________________________

D. What do you conclude from the experiment? ______________________________________________

SPS 7

C3C5C6

SPS 7

C2

SPS 7

C1

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

TEACHER’S GUIDE DATE : ______________

INVESTIGATING FORCE AND ENERGY

Activity Code 5/2/4/4.1/4.1.5 & 4.1.6Learning Area 4. HeatLearning Objective 4.1 Understanding that temperature is an

indicator of the degree of hotness.

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Learning Outcomes 4.1.5 State the temperature of an object or material which increases as it gains heat. 4.1.6 State the temperature of an object or material which decreases as it loses heat.

Apparatus : lighter, tripod stand, water, a stop watch, thermometer, wire gauge retort stand, labogas, 250 ml beaker Method : Group activities Experiment

STEPS

1. Briefing:• Discussion.

Teacher explains how to set up the apparatus.

2. Action:Set up the apparatus as shown ( refer to practical book page 38 ).

Measure the temperature of the water using the thermometer.Start the stopwatch and heat the water at the same time.

Measure the temperature of the water every 2 minutes for 10 minutes.Record your observation in the table.Turn off the labogas and start your stopwatch at the same time. Measure the temperature of the water every 2 minutes for 10 minutes.Record your observation in the table.

3. Debriefing:• Ask pupils to report their findings.• Teacher concludes the lesson by asking questions:

What will happen to the water temperature as it gains heat?What will happen to the water temperature as it looses heat?

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ___________________CLASS : _________DATE :

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___________

Appendix 1 ACTIVITY SHEET

Procedures:

1. Work in your own group.2. Set up the apparatus as shown below.3. Measure the temperature of the water using the thermometer.2. Start the stopwatch and heat the water at the same time.3. Measure the temperature of the water every 2 minutes for 10

minutes.4. Record your observation in the table.5. Turn off the labogas and start your stopwatch at the same time. 6. Measure the temperature of the water every 2 minutes for 10

minutes.7. Record your observation in the table given in your worksheet.

Then answer all the questions.

SPS/SMS

SPS 3 SPS 4 SPS 7 SMS 1

Criteria

C1 C2 C3 C4 C1 C2 C1 C2 C6 C1 C3

Tick

PEKA/YR5/JPNS

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SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ____________________CLASS: ______ DATE : ______________

WORKSHEET 1 CRITERIAA. State the following:

a. What is changed? ______________________________

b. What is observed? _____________________________

c. What are kept the same? _________________________

B. Record your observation in the table below

Time (min ) 0 2 4 6 8 10Temperature of water when heated (0C)Temperature of water when cooled (0C)

C. What is the trend in the temperature of water from the 2nd to the 10th minute ? i. when heated:___________________________________________

ii. when cooled:___________________________________________

D. Based on your observation, i. What is the relationship between the

temperature and the heating time? The longer the heating time _________________________________

________________________________________________________

SPS 7 C2C6

SPS 3C1C2C3C4

SPS 4C1C2

SPS 7

C1

PEKA/YR5/JPNS

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ii. What is the relationship between the

temperature and the cooling time?

The longer the water is cooled the ____________________________ _______________________________________________________

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

TEACHER’S GUIDE DATE : _____________

INVESTIGATING MATERIALS

Activity Code 5/2/2.1/2.1.1Learning Area 2 Acid and Alkali Learning Objective 2.1 Understanding the properties of acidic, alkaline and neutral substances using litmus paper. Learning Outcome 2.1.1 Identify acidic, alkaline and neutral substance using litmus paper.

Materials : Samples of substances such as lime juice, vinegar, liquid detergent, water, shampoo, tamarind juice, tea, tomato sauce, sugar solution, salt solution, cooking oil, mineral water and baking soda solution.

Apparatus: Blue and red litmus paper and Petri dish. Method : Group activities Experiment

STEPS1. Briefing:

• Discussion:

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Teacher asks pupils to predict the taste of the following food:Rice, salt, green apple and sugar.Teacher informs pupils that each substance has certain properties and can be identified the acidic, alkaline and neutral substances by using litmus paper.Teacher demonstrates how to use litmus papers to taste the properties of the substances.

2. Action:Teacher asks pupils to carry out an experiment to identify acidic, alkaline and neutral

substances.Teacher asks pupils to record their findings.

Take note (Teacher tells pupils not to taste the substances given to them)

3. Debriefing:• Ask pupils to report their findings.• Teacher concludes the lesson by asking questions:

What is acidic substance/ alkaline substance / neutral?

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ___________________CLASS: ______ DATE : ______________

Appendix 1 ACTIVITY SHEET

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Procedures: Carry out an activity. Complete the work sheet given.

1. Put the lime juice in the Petri dish.2. Test the lime juice with blue and red litmus paper.3. Repeat steps 1 and 2 on other substances.4. Record your observation.

Take note: Do not taste the substances used in this experiment.

SPS/SMS

SPS2 SPS4 SPS6 SMS 3

Criteria

C1 C2 C1 C2 C1 C2 C3 C4 C1 C2 C3

Tick

PEKA/YR5/JPNS

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PEKA/YR5/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ____________________CLASS: _________DATE :____________

WORKSHEET 1 CRITERIA

A. Write your observation in table below.

Substances The change in colour of litmus paper

Blue litmus paper

Red litmus paper

VinegarSalt solutionSugar solutionLiquid detergentCooking oilShampooTamarid juiceTomato sauceWaterMineral waterTea solutionLime juiceBaking soda solution

B. Group the substances to acidic, alkaline and neutral substance.

SPS 4 C1C2

SMS 3

C1C2C3

SPS 2

C1C2

NeutralAlkalineAcidic

Substances

6

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PEKA/YR5/JPNS

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PEKA/YR5/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ___________________CLASS: ______ DATE : ______________

WORKSHEET 2 CRITERIA

C. Answer all the questions.

1. What is acidic substance?

Acidic substance changes the colour of ____________litmus paper to _________________.

2. What is alkaline substance?

Alkaline substance changes the colour of _______________litmus paper to ____________________.

SPS 6

C1C2C3C4

6

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SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

TEACHER’S GUIDE DATE : ______________

INVESTIGATING THE EARTH AND THE UNIVERSE

Activity Code 5/4/2/2.1/2.1.1Learning Area 2 The Sun, The Earth and The Moon.Learning Objective 2.1 Understanding the movement of the Earth, the Moon and the Sun. Learning Outcome 2.1.1 Describe the changes in length and position of the shadow throughout the day.

Apparatus : Measuring tape, graph paper, small flag, 50 cm metre ruler or stick.

Method : Group activities. Experiment.

STEPS

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1. Briefing:• Discussion on the formation of shadow at different time of the

day.• What happens to its length and its position?

2. Action:Set up the apparatus as shown in the picture (refer to practical book page 59 ).Mark the position of the shadow at 8.00 a.m. with a small flag and measure its length.

( time can be adjusted ).Repeat step 2 every 30 minutes.

• Record your observations; i) in the form of the table as shown on page 60 of the practical book.

ii) draw a graph of length of shadow versus time.

3. Debriefing:• Ask pupils to report their findings.• Teacher concludes the lesson by asking questions: Where is the shadow in the afternoon? Where is the shadow in the morning?

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : _____________________________ DATE : ______________

Appendix 1 ACTIVITY SHEET

Procedures: Carry out an activity Complete the worksheet given

stick

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Shadow

1. Work in groups of four. 2. Set up the apparatus as shown in the diagram below.3. Mark the position of the shadow at 8.00 a.m. with a small flag

and measure its length. ( time can be adjusted )4. Repeat step 2 every 30 minutes.5. Record your observations ; i) in the table given or as shown on page 60 of the practical book.

ii) draw a graph of length of shadow versus time on your graph paper. ( refer to page 60 of your practical book for your guide )

SPS/SMS

SPS 3 SPS4 SPS 7

SMS 3

Criteria C1 C2 C3 C4 C1 C2 C6 C1 C2 C3 C4Tick

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ___________________CLASS :_______ DATE : ______________

WORKSHEET 1 CRITERIAA. Record your observations in the table below.

Time Length of shadow (cm)

SPS 3 C1C2C3

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B. On your graph paper, draw a graph of length of shadow versus time. ( refer to practical book page 60 )

Length of shadow

time

D. Describe the length of the shadow from morning till noon?

_____________________________________________________

_______________________________________________

SPS 4C1C2

SPS 7C6

SMS 3

C1C2C3C4

SPS 3C4

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

TEACHER’S GUIDE DATE : ______________

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INVESTIGATING THE WORLD AND THE UNIVERSE

Activity Code 5/4/2/2.3/2.3.3Learning Area 2 The Earth, the Moon and the Sun.Learning Objective 2.3 Understanding the phases of the Moon.Learning Outcome 2.3.3 Describe the phases of the Moon. Method : Individual activity Field study

STEPS

1. Briefing:• Discuss with pupils on how to carry out the field study and how

to record observations.• Observations must be recorded systematically.

2. Action:Ask pupils to get ready a piece of manila card measuring 30cm x 30cm.Get pupils to draw 30 squares ( 4cm x 4cm) on the manila card

(refer Appendix A).Observe the moon every night for 28 consecutive nights.State the date of observation and draw the shapes (phases) of the moon observed every

night in the boxes on the recording sheet.Ask pupils to do worksheet 1 after they have completed their field study.

3. Debriefing:• Ask pupils to report their findings.• Pupils compare their observation.• Pupils arrange the phases of the moon according to the correct

sequence.

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SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ___________________CLASS ; ________DATE : ____________

INVESTIGATING THE WORLD AND THE UNIVERSE

Appendix 1 ACTIVITY SHEET

Procedures:

1. Ask pupils to get ready a with piece of manila card measuring 30cm x 30cm.

2. Get pupils to draw 30 squares ( 4cm x 4cm) on the manila card (refer Appendix A).

3. Observe the moon every night for 28 consecutive nights.4. State the date of observation and draw the shapes (phases) of

the moon observed every night in the boxes on the recording sheet.

5. Ask pupils to do worksheet 1 after they have completed their field study.

SPS/SMS

SPS 4 SPS 5 SMS 3

PEKA/YR5/JPNS

8

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Criteria

C1 C2 C1 C4 C1 C2 C3 C4

Tick

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : _____________________________ DATE : ______________

WORKSHEET CRITERIA

Phases of the Moon

A. Draw the phases of the Moon according to the correct sequence in the boxes provided below starting with the New Moon. Use the diagram below to help you. Then label all the phases of the moon that you have drawn.

SPS 5C1C4

SMS 3C1C2C3C4

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SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

TEACHER’S GUIDE DATE : ______________

INVESTIGATING TECHNOLOGY

Activity Code 5/5/1/1.2/1.2.1Learning Area 1 Strength & Stability.Learning Objective 1.2 Understanding the strength and

stability of a structure.Learning Outcome 1.2.1 Identify the factors that affect the

strength of a structure.

Apparatus : Manila cards, science textbooks, scissors. Method : Group activities Experiments.

Steps

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1. Briefing:• Pupils in their own group, cut the manila cards into A4 size. Cut

into 3 pieces.• Make three bridges, fold the first paper into 2 parts, the second

paper fold into 4 parts and the third paper fold into 8 parts.• Observe what happened when one science textbook is placed on

the structure one after another.

A B C 2. Action:

Carry out this activity in the classroom.Cut the manila card into 3 A4 size. Fold the first piece into two parts, the second piece into

four parts and the third piece into eight parts.Science textbooks are put on top of each structure one by one until it falls.Record the observation.

3. Debriefing:• Ask pupils to report their findings

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : ____________________CLASS: _______ DATE : ____________

ACTIVITY SHEET

Procedures: Carry out a fair test. Complete the work sheets.

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A B C

1. Carry out this activity in the classroom.2. Cut the manila card into 3 A4 size. Fold the first piece into two

parts, the second piece into four parts and the third piece into eight parts.

3. Science textbooks are put on top of each structure one by one until it falls.

4. Record the observation.

SPS SPS 7Criteria C1 C2 C4Tick

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 5

NAME : _____________________CLASS:________DATE : ____________

WORKSHEET CRITERIA

A. Record your observation in the table below

StructureNumber of Science textbooks on top

of the structure before it falls.

A

B

SPS 7 C1C2C3

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C

B Answer the following questions

i. What is changed in the experiment?

_______________________________________________________

_______________________________________________________

ii. What is observed in the experiment?

_______________________________________________________

_______________________________________________________

iii. What is kept the same?

_______________________________________________________

_______________________________________________________

C. What do you conclude from the experiment?

_________________________________________________________

_________________________________________________________

Penaung

En. Su Hiong Ai Ketua SektorSektor Penilaian dan Peperiksaan

Jabatan Pelajaran Negari Sarawak

PEKA/YR5/JPNS

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Penasihat:

En Lananan bin Mohamad Penolong Pengarah Unit Pentaksiran

Sektor Penilaian dan PeperiksaanJabatan Pelajaran Negari 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 Kawasan SK ST. Theresa Padungan, Kuching

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

5. Pn. Sinah Robinson Ketua Pentaksir Kawasan SK. 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 Kawasan JK Chung Hua Batu 32, Samarahan

4. En. Mohamad Ya’akub b. Smail Ketua Pentaksir KawasanSK Jalan Arang, Kuching

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

PEKA/YR5/JPNS

Page 38: 79770227 Science Practical Assessment Yr 5

REFERENCES

Sopia binti Md. Yassin, et. al (2007). Integrated Curriculum For Primary Schools : Science Year 5 Practical Book. Kuala Lumpur : Dewan Bahasa dan Pustaka.

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

PEKA/YR5/JPNS