Science Practical Assessment Yr 4

JABATAN PELAJARAN NEGERI SARAWAK

UPSR

SCIENCE PRACTICAL WORK ASSESSMENT( PEKA )

YEAR 4 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

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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.

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.

SCIENCE PRACTICAL ASSESSMENT (PEKA)YEAR 4

TEACHER’S GUIDE DATE : ______________

INVESTIGATING LIVING THINGS

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Activity Code 4 / 1 / 1 / 1.3 / 1.3.1Learning Area 1 Living things have basic needs.Learning Objective 1.3 Understanding that plants have basic needs. Learning Outcome 1.3.1 Identify the basic needs of plants.

Materials : 4 pots of balsam plants (same size & height), marker pen, transparent plastic bag, a big box, water

Method : Group activities Experiment

STEPS

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: Teacher concludes by asking questions:

What will happen to the plants if there is not enough water, sunlight and air?


NAME : ____________________CLASS :_______DATE : ______________

ACTIVITY SHEET

Procedures:1. Label the balsam plant W, X, Y and Z.2. Wrap balsam plant Y with a transparent plastic bag.3. Place balsam plant Z in a box or cupboard.

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4. Place balsam plants W, X and Y at the back of your classroom.5. Do not water balsam plant X.6. Complete your worksheet after a week.

Transparent plastic bag

W X Y Z

water

SPS SPS 7 SPS 4 SMS 2Criteria C5 C6 C3 C2 C4Tick


NAME : ___________________CLASS: _______ DATE : ______________WORKSHEET CRITERIA

A. Complete the table below.

Plants Observation

W

X

SPS7 C5C6

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Y

Z

B. Give reason (inferences) for your observation in (A).

i. Plant X: __________________________________________

ii. Plant Y:__________________________________________

iii. Plant Z:__________________________________________

C. What is the conclusion based on the experiment?

_______________________________________________________

_______________________________________________________

SPS4

C3




Activity Code 4 / 2 / 2.4.1 / 4.2 / 4.3 / 4.4Learning Area 1 Living things undergo life processes.Learning Objective 2.4 Understanding the life processes that plants undergo. Learning Outcomes 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 : green beans, cotton wool, 3 plastic bottles of same size, water.

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Method : Group activities Experiment.

STEPS1. 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 it’s 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?


NAME : ____________________CLASS :_________DATE :____________

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 it’s 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.

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SPS SPS 4 SMS 2Criteria C1 C2 C3 C1 C3Tick


NAME : ____________________CLASS: ________ DATE :_____________WORKSHEET CRITERIA

A. Observation :

Day Drawing of plantsX Y Z

1

3

5

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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?

______________________________________________________

SPS 4 C3




Activity Code 4 / 1 / 3 / 3.4 / 3.4.1Learning Area 3 Animals and plants protect themselves.Learning Objective 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 : Magnifying glass.

Method : Group activities

STEPS1. Briefing:

Discussion:

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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 given in each station

accordingly. Observe and record your findings.

3. Debriefing: Ask pupils to report their findings. What is the conclusion from this activity?


NAME : __________________CLASS : ___________DATE : ___________

ACTIVITY SHEET

The set-up of the experiment.

Refer page 29 of the Science Year 4 Practical Book

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.

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SPS SPS 2 SPS 4 SMS 2Criteria C1 C2 C3 C1 C2 C3 C1 C3Tick


NAME : ________________CLASS: ________ DATE : ______________

WORKSHEET CRITERIA

A. Record your findings.

B. Name the plants with the same characteristics to protect them from enemies.

i. Latex : ____________________________________________

ii. Fine hairs : ____________________________________________

iii. Thorns : ____________________________________________

C. What is your conclusion? Plants have specific characteristics such as __________, __________ or produce ______________ to protect themselves from their enemies.

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SPS 2

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Plants CharacteristicsPineapple

Papaya leafSugar cane stemYam leaf

Aloe vera stem

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INVESTIGATING FORCE AND ENERGY

Activity Code 4 / 2 / 1 / 1.1 / 1.1.4Learning Area 1 MeasurementLearning Objective 1.1 Understanding the measurement of length. Learning Outcome 1.1.4 Measure length using the correct technique.

Materials : Plastic sheet/bag, marker pens, scissors, cloth peg and string.

Apparatus : Ruler and stop watch.

Method : Group activities Experiment.

STEPS


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?

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NAME : ___________________CLASS: __________DATE : ____________

ACTIVITY SHEET

The set-up of the experiment.

Refer page 33 and 34 of the Science Year 4 Practical Book

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.

SPS SPS 3 SPS 4 SPS 7Criteria C1 C2 C3 C3 C1 C2 C3Tick


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NAME : ____________________CLASS :_________DATE : ____________

WORKSHEET CRITERIA

A. Record your findings in the table below.

Size of canopy Length of string (cm) Time20 cm X 20 cm 3020 cm X 20 cm 2520 cm X 20 cm 2020 cm X 20 cm 15

B. Identify the variables.What are kept the same(constant variables)What is changed(manipulated variable)What is measured(responding variable)

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 3

C1C2C3

SPS 7

C2

SPS 7

C1

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C3


TEACHER’S GUIDE DATE : ____________

INVESTIGATING FORCE AND ENERGY

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Activity Code 4/ 2 / 1 / 1.6 / 1.6.5 & 1.6.6Learning Area 1 Measurement.Learning Objective 1.6 Understanding how to measure time.Learning Outcomes 1.6.5 Measure time using appropriate tools. 1.6.6 Record the time measured in metric system.

Materials : String

Apparatus : Weights ( pendulum ), retort stand, stop watch, metre ruler

Method : 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.

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.


NAME : __________________________CLASS: __________DATE :_______ACTIVITY SHEET

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.

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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/SMS SPS 3 SPS 4 SPS 7 SMS 1 SMS 5Criteria C2 C3 C4 C1 C2 C1 C2 C2 C3 C4 C1Tick


NAME : _____________________CLASS : ________DATE :____________WORKSHEET 1 CRITERIA

A. Based on your investigation, record your observations in the table below.

Length of pendulum (cm) 20 30 40 50

Time taken for 20 swings

SPS 3C2C3

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Retortstand

Metre ruler

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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?

______________________________________________________

D. What is the relationship between the length of pendulums and the time taken for 20 swings?

The longer the ___________________________________________

the ____________________________________________________

SPS 7C2

SPS 3C4

SPS 7C1



INVESTIGATING PROPERTIES OF MATERIALS

Activity Code 4 / 3 / 1 / 1.1 / 1.14 & 1.15Learning Area 1 Properties of materials. Learning Objective 1.1 Understanding the properties of materials. Learning Outcomes 1.14 Identify materials that float on water.

1.15 Identify materials that absorb water.

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 : A basin of water

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Method : Group activities Experiment

STEPS

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.

2. 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.

3. 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?


NAME : _________________CLASS: ________ DATE : ______________

ACTIVITY SHEET

Procedures:

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.

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NAME : ___________________CLASS: __________DATE : ___________

WORKSHEET 1 CRITERIA

A. Tick [ / ] the correct column for your observation in the table below.

Objects Float SinkPencilMetal spoonPlastic spoonMetal rulerPlastic rulerStrawEraserSpongeHandkerchiefNewspaperRubber bandGlass rod

SPS 2

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water

SPS SPS 2Criteria C1 C 2 C 3Tick

C1

Ten cent coinLeather belt

B. Group the objects that float and sink.

Float Sink

SPS 2


NAME : ___________________CLASS: __________DATE : ____________

WORKSHEET 2 CRITERIA

A. Group the objects accordingly.

Float Sink Absorb

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C3

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Properties of materials

Properties of materials

C1C2C3



INVESTIGATING MATERIALActivity Code 4 / 3 / 1 / 1.1 / 1.1.2, 1.1.8 & 1.1.9Learning Areas 1 Properties of materials.Learning Objective 1.1 Understanding properties of materials.Learning Outcome 1.1.2 Identify materials that conduct electricity.

1.1.8 State what a conductor is.1.1.9 State what an insulator is.

Materials : Lidi stick, straw, metal spoon, plastic ruler, iron rod, glass rod and wooden ruler. Apparatus: Wires / crocodile clips, bulb and bulb holder, 2 batteries and batteries holder. Method : Group activities. Experiment

STEPS

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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?


NAME : ____________________CLASS: _________DATE :____________ACTIVITY SHEET

Procedures: 1. Identify the objects below. 2. Identify the material used to make each object.

wooden ruler plastic spoon pencil

bolt key nail

eraser paper clip newspaper metal spoon

3. Prepare a circuit and connect each object to the circuit.

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4. Observe the condition of the bulb when each material is connected to the circuit.5. Record your observation in the worksheet.

SPS/SMS

SPS 2 SPS 4 SPS 6 SPS 7 SMS 1

Criteria C1 C2 C3 C4 C1 C2 C1 C2 C4 C2 C3 C1 C2Tick


NAME : ______________________CLASS: _______DATE :____________

WORKSHEET CRITERIA

A. Fill in the blanks / boxes.

What is changed What is observed

1. Nail bulb lights up2.3.4.5.6.7.8.9.10.

B. Group the objects that are made of plastic, wood or metal.

SPS 4

C1C2

SPS 7

C2C3

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Plastic Wood Metal

C Group the materials that conduct electricity (conductor) and do not conduct electricity (insulator).

Electric conductor Electric insulator

D. Define an electric conductor?

_________________________________________________________

_________________________________________________________

E. Define an electric insulator?

_________________________________________________________

_________________________________________________________

C1C2C3C4

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INVESTIGATING MATERIALActivity Code 4 / 3 / 1 / 1.5 / 1.5.3Learning Areas: 1 RustingLearning Objective 1.5 Understanding that some material can rust.Learning Outcome 1.5.3 Design a fair test to find out what factors cause rusting by deciding what to change, what to observe and what to keep the same.

Materials : Nails, cooking oil, boiled water and tap water

Apparatus : 3 test tubes, sand paper, test-tube rack, rubber stopper and calcium chloride Method : Group activities Experiment

STEPS

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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?


NAME : __________________CLASS: ________DATE : ______________ACTIVITY SHEET

Procedures:

1. Carry out your experiment based on the diagram below.

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P Q R

SPS/SMS SPS 4 SPS 7 SMS 1Criteria C1 C2 C3 C5 C1 C2 C3Tick


NAME : _____________________CLASS :_______DATE :_____________WORKSHEET Criteria

A. Record the result of the investigation in the table below.

Test Tube P Q R

Observation

B. State the following in your investigation

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tap water

nail

oil

boiledwater

calcium chloride

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i. What is changed (manipulated variable).

______________________________________________________

ii. What is observed (responding variable).

______________________________________________________

C. Match the statements correctly.

D. What is the conclusion based on the experiment?

Iron will rust if there are presence of _____________ and ____________.

C2C3C5

SPS 7

C3

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:

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It is used to absorb water vapour in the air.Oil

Boiled water

calcium chloride

It is used to prevent the air from entering into the water.

It is used because it does not contain air.

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 SJK Chung Hua Batu 32, Samarahan

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

5. Pn. Sim Phoi Kiang 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

Science Practical Assessment Yr 4

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