JABATAN PELAJARAN

NEGERI
SARAWAK

UPSR
SCIENCE PRACTICAL WORK
ASSESSMENT
( PEKA )

YEAR 6
1.0

INTRODUCTION

PEKA/YR6

2009 Hak Cipta JPN Sarawak

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.

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

2009 Hak Cipta JPN Sarawak

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6

TEACHERS GUIDE
____________

ASSESSMENT
1
1

DATE :

INVESTIGATING LIVING THINGS

6 / 1 / 1 / 1.1 / 1.1.1 & 1.1.2

Activity Code

Learning Areas
1
Interaction among living things.

Learning Objectives 1.
Understanding that some animals live
in group and some live in

solitary.,
Learning Outcomes 1.1.1 State that some animals live in group.

1.1.2 State that some animals live in solitary.

Materials : Pictures of animals.(Activity sheet), worksheet.

Method
: Individual activities. Classifying.

STEPS
1. Briefing:
Discussion :
Identify their habitats.
Identify their eating habits (carnivores/ herbivores/ omnivores).

Identify their external features or special characteristics.

2. Action:
Teacher gives instructions on how to do the activities.

Study the pictures given.

Follow the instructions in the activity sheet.
Classify the animals according to different categories.

3. Debriefing:
Teacher concludes by asking questions:
State different groups of animals that you have identify.

Why are these animals grouped together?

PEKA/YR6
2009 Hak Cipta JPN Sarawak

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6

NAME : _____________________CLASS :_______DATE :

____________
ACTIVITY SHEET

PEKA/YR6

ASSESSMENT
1
1

CRITERIA

2009 Hak Cipta JPN Sarawak

Procedures:
Study the animals in the picture below.

1. Group these animals according to their eating

habits.

a. Carnivores
b. Herbivores
c. Omnivores
2. Group these animals according to the way they live.

a. In solitar
b
In group
ant
tiger
eagle

elephant

deer

hornbill
bear

duck

monkey
turtle
owl

SPS/S
MS

Criteri
a

Tick

chicken

SPS 2

C1

C2

C3

C4

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6

ASSESSMENT
1
2

NAME : _____________________CLASS :_______DATE :

PEKA/YR6

2009 Hak Cipta JPN Sarawak

____________
WORKSHEET

CRITERIA

A. Group the animals according to their eating

habits.

SPS 2

C1

Group Y
Herbivores
Y

Group X
Carnivores
X donfwu

Group Z
Omnivores
Z

SPS 2
B. Give your reasons for grouping the animals in

C2
C3
Group X:
___________________________________________________
X
Group
Y:___________________________________________________
PEKA/YR6

2009 Hak Cipta JPN Sarawak

Y
Group
Z:___________________________________________________
Z
C.

SPS 2

C4

Group the animals according to the ways they live.

Group S
Live in
solitary

Group T
Live in group

SPS 2

C3
D. Why do animals in group S live in solitary?
s
______________________________________________________
__
E. Why do animals in group T live in group?
T
_____________________________________________________
___

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6

TEACHERS GUIDE:
DATE :
______________
INVESTIGATING LIVING THINGS
Activity Code
6 / 1 / 1 / 1.2 / 1.2.5 & 1.2.6
Learning Areas
1
Interaction among living things.
Learning Objectives 1.2
Understanding that competition is a
form of interaction.
Learning Outcomes 1.2.5
Plants compete for limited space.
PEKA/YR6

2009 Hak Cipta JPN Sarawak

1.2.6
Materials :
Method

Plants compete for limited water.

green beans, 2 pots of the same size, cotton wool,

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.

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6
NAME : _____________________CLASS :_______DATE :
____________
ACTIVITY SHEET

Procedures:
Carry out the fair test.
Complete the worksheet given.

PEKA/YR6

2009 Hak Cipta JPN Sarawak

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 7

SMS
1
C2 C6
C4

SMS 2
C5

SMS 3
C
1

C2

C3

2009 Hak Cipta JPN Sarawak

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6
NAME : _____________________CLASS :_______DATE :
___________
WORKSHEET 1
A. Draw your observation after a week.

2
CRITERIA

Pot X
SPS 4
C2
SPS 7
C6
SMS 3
C1
C2
C3
Pot Y

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6
NAME : ____________________CLASS :_______ DATE :
PEKA/YR6

2009 Hak Cipta JPN Sarawak

_____________

WORKSHEET 2
A. Answer the questions below based on your
experiment.
i. State

CRITERIA
SPS7
C2

a. what is changed (manipulated variable).

_________________________________________________
____
b. what is observed (responding variable).
_______________________________________________
_______
c. what are kept the same (constant variables).
_______________________________________________
_______

SPS 4
C4

B. Fill in the blanks below

1. Fill the two pots with ____________ of the same
size.
2. Pour the same amount of _____________into each
pot.
3. Place _____ green beans in pot X and _____ green
beans in pot Y.
4. Observe the green beans plants in both pots
after 1 ________.
C. What did you find out from the experiment?
I found out that the green beans in .

SPS 4
C3
SPS 6
C1

i. Pot
X:______________________________________________
ii. Pot
Y:______________________________________________
D. What is your conclusion from the experiment?
Plants compete for
PEKA/YR6

2009 Hak Cipta JPN Sarawak

_____________________________________

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6
TEACHERS GUIDE
DATE :
______________
INVESTIGATING FORCE AND ENERGY
Activity Code
6 / 2 / 1 / 1.2 / 1.2.3
Learning Areas
1
Force
Learning Objectives 1.2
Understanding the effect of force.
Learning Outcomes 1.2.3. Stating that force can change the shape
of an object.
Materials
: Spring, marbles, plastic bag, plasticine, empty can
and rubber band
Apparatus

Method

Retort stand and metre ruler

Group activities
Experiment
STEPS

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?

Retort
stand

Spring
Plastic bag
Marbles

Prepare the apparatus as shown in the diagram above.

PEKA/YR6
2009 Hak Cipta JPN Sarawak

Hang a few marbles on the spring accordingly. (2, 4, 6, 8

marbles).
Measure the length of the spring each time more marbles are
added.
Record your observation in the table.
3. Debriefing:
Teacher asks pupils to explain their findings.
Teacher concludes by asking questions:
What happened to the length of the spring each time
more marbles are added?

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6

NAME : _____________________CLASS :_______DATE :

___________
ACTIVITY SHEET
Procedures:
Carry out the fair test.
Complete the worksheets given.
Spring

Retort stand

Plastic bag
Marbles

1. Prepare the apparatus as shown in the diagram above.

2. Hang a few marbles on the spring accordingly. ( 2, 4, 6, 8
marbles)
3. Measure the length of the spring each time more marbles are
added.
4. Record your observation in the table.

SPS/S
MS
Criteri

SPS 4
C1

PEKA/YR6

C2

SPS
5
C3

SPS
6
C1

SPS 7
C1

C2

SMS 1
C4

C1

C2

SMS
2
C1

2009 Hak Cipta JPN Sarawak

a
Tick

PEKA/YR6

2009 Hak Cipta JPN Sarawak

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6
NAME : _____________________CLASS :_______DATE :
___________
WORKSHEET
A. Write your observation in the table below.
Number of
marbles
2
4
6
8

Length of the spring

(cm)

__________________
__

CRITERIA
SPS 4
C1
C2

SPS 7
C2

B. Complete the table below.

What is changed?

What is
observed?
__________________
__

SPS 7
C1

C. What is the relationship between what is changed

and what is observed?
As______________________

___________________, the

________________________
______________________________

SPS 7
C4

D. State the steps in your experiment.

i. Set up the
__________________________________________
ii. Hang
_______________________________________________
iii. Put some
____________________________________________
iv. Measure
____________________________________________

SPS 5
C3
SPS 6
C1

E. What happened to the length of the spring after

each time more marbles are added?
____________________________________________________
_____
F. What conclusion can be made from this
experiment?
PEKA/YR6
2009 Hak Cipta JPN Sarawak
Force can
________________________________________________

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6
TEACHERS GUIDE
DATE : ______________
INVESTIGATING FORCE AND ENERGY
Activity Code
6 / 2 / 1 / 1.3 / 1.3.7
Learning Areas
1
Friction.
Learning Objectives
1.3
Analyzing friction.
Learning Outcomes
1.3.7 Different types of surfaces affect the
distance a toy car moved.
Materials
and ramp.

Apparatus :
Method

Toy car, plastic mat, wood(plank), cement surfaces

Measuring tape, sand paper
Group activities
Experiment
STEPS

1.

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.

2.

Action
Ask pupils to prepare the apparatus as shown in the diagram.
ramp

sand paper / cement / plastic mat / wood

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

2009 Hak Cipta JPN Sarawak

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6

NAME : ___________________CLASS :______ DATE :

______________
ACTIVITY SHEET
Procedures:
Carry out the fair test.
Complete the worksheets given.
ramp

(Sand paper / cement / plastic mat / glass)

1. Release the toy car from the same point on the ramp.
2. Measure the distance the toy car travelled on each surface.
3. Record your observations in the table in the worksheet.

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

2009 Hak Cipta JPN Sarawak

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6
NAME : _________________CLASS: _________ DATE :
______________
WORKSHEET
A. Complete the table below.
What is
changed?

What is observed?
___________________

_________________
_

B. What is the relationship between what is changed

and what is observed?
As_____________________________
___________________, the
_______________________________
_______________________
C. State the steps that you have done in the
experiment.
i. Set up a
________________________________________________

4
CRITERIA
SPS 4
C1
C3
SPS 7
C2

SPS 7
C1
SPS 7
C4
SPS 5
C3
SPS 6
C1

ii. Release a toy car

_________________________________________
iii. Change the
_____________________________________________
iv. Measure the
____________________________________________
D. What is the conclusion that can be made from the
experiment above?
The_______________ surface has ____________
_________________
PEKA/YR6
2009 Hak Cipta JPN Sarawak
and the _______________ surface has __________
_______________

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6

ASSESSMENT
2
2

TEACHERS GUIDE
DATE
: _________
INVESTIGATING FORCE AND ENERGY

Activity Code

Learning Areas

Learning Objectives

Learning Outcomes

6 / 2 / 2 / 2.1 / 2.1.1
2

Speed

2.1
Analyzing speed.

2.1.1 State that an object which moves faster

takes a shorter time to travel in a

a given distance.

Apparatus:
Stop watch, a metre ruler or measuring tape.
/
Method
:
Group activities Experiment

STEPS

1. Briefing :
Discussion :

Ask two pupils to walk from the back to the front of the
classroom.

Teacher asks questions.

Who walked faster?
How do you know he/she walked faster?

Who took the shorter time?

Did they walk the same distance?
2. Action :
Ask pupils to work in groups of 5.
Each group is given a stop watch, a metre ruler or measuring
tape.
/
Ask a pupil from each group to run)the length of a basketball
court) .

Measure the time taken by each pupil.

Calculate the speed of each pupil.

PEKA/YR6

2009 Hak Cipta JPN Sarawak


3. Debriefing :
Teacher concludes by asking questions:

Who is the fastest?

Who is the slowest?

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6

ASSESSMENT2

NAME : _________________CLASS :_______DATE : _

________
ACTIVITY SHEET

Procedures :
Carry out the investigation in the basketball court.

Complete the worksheet given.

1. Work in a group of 6.
2. Measure the length of the basketball court.
3
In each group, ask 1 pupil to run (length of a basketball court).

4. Measure the time taken by each pupil.

5. Record the time taken and calculate the speed of each pupil in the
table.

6
State the variables in the investigation.

PEKA/YR6

2009 Hak Cipta JPN Sarawak

SPS/SM
S

Criteria

SPS 1

C
1

C
2

SPS 4

C
1

C2

C3

SPS 5

C1
C2

Tick

PEKA/YR6

2009 Hak Cipta JPN Sarawak

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6
NAME : _______________________CLASS :______ DATE :
_________________
WORKSHEET
A. Write your observation in the table
What is changed?
___________________

What is measured?
___________________________

5
CRITERIA
SPS 4
C1
C3
SPS 7
C2

B. Calculate the speed of each pupil. Speed = Distance

Time
i) Name: (
)
SPS 5
C3
ii) Name: (

iii) Name: (

PEKA/YR6

2009 Hak Cipta JPN Sarawak

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6

ASSESSMENT
3
3

TEACHERS GUIDE
DATE :
____________
INVESTIGATING MATERIAL
Activity Code
Learning Areas
Learning Objectives
Learning Outcomes
grow.
Materials :
Apparatus:
Method

6/3/
1
1.1
1.1.4

1 / 1.1 / 1.1.4
Food preservation.
Understanding food spoilage.
State the condition for microorganism to

2 plates of rice, 2 pieces of bread, transparent plastic bag

Magnifying glass or microscope.
Individual activity.
Experiment.
STEPS

1. Briefing:

Observe two slices of bread.

Rice in plate A is mouldy and rice in plate B is fresh.
Ask pupils to differentiate between the 2 plates of rice.
State their inference.
What are the basic needs for fungi to grow?

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

2009 Hak Cipta JPN Sarawak

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6

NAME : ____________________CLASS: ________DATE :

_____________
ACTIVITY SHEET
Procedures:
Carry out the fair test.
Complete the worksheets given.

Bread X

Bread Y

1. Prepare 2 slices of bread.

2. Bread X is put in a transparent plastic bag with few holes on it.
Put it in the cupboard.
3. Bread Y is put in a transparent plastic bag and kept in a
refrigerator.
4. Observe the bread after 5 days.
5. Record your observation in the worksheet.

SPS/S
MS
Criteri
a
Tick

PEKA/YR6

SPS 4
C1

C2

C3

SMS 2
C4

C2

C
4

SMS 3
C1

C3

C4

2009 Hak Cipta JPN Sarawak

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6

NAME : _____________________CLASS : _______ DATE :

____________
A.

WORKSHEET
Draw your observations in the space provided.

CRITERIA
SPS 4
C1
C2
C3
SMS 3
C1
C3
C4

B.

Write a brief report.

i What did you do in the experiment?
ii What did you find out from the experiment?

SPS 4
C4

_______________________________________________
_______
________________________________________________
_______
________________________________________________
_______
________________________________________________
_______
________________________________________________
_______
________________________________________________
_______

PEKA/YR6

2009 Hak Cipta JPN Sarawak

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6
TEACHERS GUIDE
______________

DATE :

INVESTIGATING MATERIAL
Activity Code
6 / 3 / 1 / 1.2 / 1.2.1
Learning Areas
1
Food preservation.
Learning Objectives 1.2
Understanding food spoilage.
Learning Outcomes 1.2.1 Describe ways to preserve food.
Materials :
Method

A fish, stale fish, salted fish some salt and knife.

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?

SCIENCE PRACTICAL ASSESSMENT (PEKA)

PEKA/YR6

2009 Hak Cipta JPN Sarawak

YEAR 6

NAME : ___________________CLASS: _______ DATE :

_____________
ACTIVITY SHEET
Procedures:

1. Suggest ways to preserve fish.

2. Carry out an activity to preserve the fish.
3. Write the steps in preserving fish.

SPS
CRITERI
A
TICK

SPS 4
C3

SPS 7
C4

SMS 1
C2

SMS 2
C1

SMS 4
C1

C2

SCIENCE PRACTICAL ASSESSMENT (PEKA)

YEAR 6
PEKA/YR6

2009 Hak Cipta JPN Sarawak

7
NAME : _____________________CLASS ;_______ DATE
:____________
WORKSHEET 1

CRITERIA

A. Write the steps in preserving the fish.

1
______________________________________________________
____

SPS 7
C4

2
______________________________________________________
____
3
______________________________________________________
____
4_____________________________________________________
_____
5_____________________________________________________
_____

SPS 4
C3

B. Why do you choose salting in your preservation

project?
______________________________________________________
_____
______________________________________________________
_____
______________________________________________________
_____

PEKA/YR6

2009 Hak Cipta JPN Sarawak

Jabatan Pelajaran Sarawak merakamkan ucapan terima kasih dan

penghargaan kepada mereka seperti senarai di bawah, atas usaha
bersungguh-sungguh menyediakan Practical Science Assessment
untuk kegunaan guru-guru Sains di seluruh Negeri Sarawak.

Penulis Modul:
1. En. Ettin Lambat

Ketua Pentaksir Negeri

SK ST. Faith, Kuching

2. En. Wellington Laichon Gaong

3. Pn. Azmiera Abdullah

Ketua Pentaksir Kawasan

SK Empila, Kota Samarahan
Pentaksir Kawasan
SK ST. Theresa Padungan,

Kuching
4. Pn. Elizabeth Jimen
5. Pn. Sinah Robinson
6.

Pn. Rokiah Bujang

7.

Pn. Zaliana Abdullah

8.

Pn. Lai Pei Fong

Ketua Pentaksir Kawasan

SK Catholic English, Kuching
Ketua Pentaksir Kawasan
SK Serian, Kota Samarahan
Ketua Pentaksir Kawasan
SK Merpati Jepang, Kuching
Ketua Pentaksir Kawasan
SK Astana, Kuching
Ketua Pentaksir Kawasan
SJK Chung Hua Batu 32, Kota

Samarahan
PEKA/YR6

2009 Hak Cipta JPN Sarawak

9.

En. Mohamad Yaakub b. Smail

10.

Pn. Sim Phoi Kiang

Ketua Pentaksir Kawasan

SK Jalan Arang, Kuching
Ketua Pentaksir Kawasan
SJK Chung Hua No 4, Kuching

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

2009 Hak Cipta JPN Sarawak