JABATAN PELAJARAN NEGERI SARAWAK

UPSR
SCIENCE PRACTICAL WORK ASSESSMENT ( PEKA )

YEAR 5

PEKA/YR5/JPNS

1.0

INTRODUCTION The UPSR Practical Work Assessment (PEKA) is a school based assessment that is implemented at school level as part of teaching and learning process. Each assessment consists of three components and to be used by teachers as assessors to carry out the assessment in a coordinated manner.

2.0

Teachers guide

Teachers guide is a brief lesson plan to help teachers during the teaching and learning process. Teachers can modify the lesson plan in accordance to the pupils abilities and readiness. Not all the assessments are to be used once the pupils have mastered the required skills. 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

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

TEACHERS GUIDE DATE : ______________ INVESTIGATING LIVING THINGS Activity Code Learning Area Learning Objective is a living thing. Learning Outcome Apparatus : 5/1/1/1.1/1.1.4 1 Microorganism 1.1 Understanding that a microorganism 1.1.4 State that microorganism grows.

a slice of bread a few drops of water a plastic bag Group activities Experiment STEPS

Method

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.

PEKA/YR5/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : ________________________CLASS: ______DATE : ___________ Appendix 1 Procedure : Carry out an activity. Complete the worksheets given. ACTIVITY SHEET

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

SPS/SM S Criteria Tick

SPS 4 C1 C2 C3 C1

SMS 3 C2 C3

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : ________________________CLASS: ______DATE : ___________

PEKA/YR5/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

TEACHERS GUIDE ______________ DATE : WORKSHEET 1 CRITERIA

INVESTIGATING LIVING THINGS A. Draw your observation. SPS 4 5/1/2/2.2/2.2.5 2. Survival of the Species. C1 2.2 Understanding that different plants C2 have their own ways to ensure the survival of their species. SMS 3 Learning Outcome 2.2.5 Identify the characteristics of seeds and fruits to the ways they C1 C2 are dispersed. C3 Apparatus : manila cards, science textbooks, scissors, magnifying glass Teacher has to come with any fruit available or B. Put a tick (\/) if you can see black spots on the SPS 4 pictures of fruits. bread. C1 Method : Group activities What do you observe C2 Experiments Observation Day 1 Day 2 Day 3 Day 4 Day 5 Black spots Steps Activity Code Learning Area Learning Objective 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 PEKA/YR5/JPNS _____________________________________________________ ___ SPS 4 C3

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 SHEET Procedures: 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 Name of fruit / Seed n A Long bean Characteristics Way of Dispersal

PEKA/YR5/JPNS

Ladies finger Angsana B Lallang Rambutan C Tomato Love grass Lotus fruit D Coconut SPS Criteria Tick SPS 1 C1 C2 C1 SPS 2 C3 SPS 4 C1

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : ____________________CLASS :_______ DATE :______________ CRITERIA WORKSHEET 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 C1 C2

PEKA/YR5/JPNS

Dispersed by Animals

Dispersed by Explosive Mechanism

SPS 2 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? ____________________________________________________ ____ ____________________________________________________ ____ C1 C3

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

TEACHERS GUIDE ______________ DATE :

INVESTIGATING FORCE AND ENERGY Activity Code PEKA/YR5/JPNS 5/2/2/2.2/2.2.3

Learning Area Learning Objective parallel circuit. Learning Outcome(s) in a series circuit and a

2 2.2

Electricity Understanding a series circuit and a

2.2.3 Comparing the brightness of the bulb 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. STEPS 1. Briefing: Discussion: What happened to the bulbs when the two circuits are completed? Which circuit has brighter bulbs? The set-up experiment.

A complete circuit

Series circuit

Parallel circuit

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

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : ___________________CLASS : __________DATE : ___________ Appendix 1 ACTIVITY SHEET

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

Series circuit A complete circuit

Parallel circuit

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.

PEKA/YR5/JPNS

SPS/S MS Criteri a Tick

SPS 4

SPS 6

SPS 7 C3 C1

SMS 3 C2 C3

C1 C2 C3 C1 C2 C3 C2

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : __________________CLASS :___________DATE : ____________ WORKSHEET A. Draw your observation in the table below. Series circuit Parallel circuit

CRITERIA SPS 4 C1 C2 SMS 3 C1 C2 C3

B. Identify the variables. What are kept the same? What is changed? What is observed? C. Define a complete circuit. ____________________________________________________ _____ PEKA/YR5/JPNS

SPS 7 C2 C3 SPS 6 C1

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

TEACHERS GUIDE DATE : ______________ INVESTIGATING FORCE AND ENERGY Activity Code 5/2/3/3.1/3.1.4 Learning Area 3 Light Learning 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

Torch / Square card (any shadow Light source object) Screen

10 cm

5 cm

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 Procedures: Set up an experiment as shown in the diagram below. Answer the worksheets given.
shadow Torch/ Light Source Square card (any object) Screen

ACTIVITY SHEET

PEKA/YR5/JPNS

10 cm

5 cm

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 Criteria Tick

SPS 4 SPS 7 SMS 1 C1 C2 C1 C2 C3 C5 C6 C1 C2 C3 C4

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : ___________________CLASS :_________DATE : ____________ WORKSHEET 1 A. Record your observation in the table below. SPS 4 Distance between the object from the light source (cm) 10 15 PEKA/YR5/JPNS20 25 Area of the shadow ( cm2) C1 C2 CRITERIA

SPS 7 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? ______________________________________________ C3 C5 C6 SPS 7 C2

SPS 7 C1

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

TEACHERS GUIDE DATE : ______________ INVESTIGATING FORCE AND ENERGY Activity Code Learning Area Learning Objective 5/2/4/4.1/4.1.5 & 4.1.6 4. Heat 4.1 Understanding that temperature is an indicator of the degree of hotness.

PEKA/YR5/JPNS

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 : wire gauge Method : lighter, tripod stand, water, a stop watch, thermometer, retort stand, labogas, 250 ml beaker 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 : PEKA/YR5/JPNS

___________

Appendix 1 Procedures:

ACTIVITY SHEET

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/S MS Criteri C1 a Tick

SPS 3 C2 C3 C4

SPS 4 C1 C2 C1

SPS 7 C2 C6

SMS 1 C1 C3

PEKA/YR5/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : ____________________CLASS: ______ DATE : ______________ WORKSHEET 1 A. 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 ) Temperature of water when heated (0C) Temperature of water when cooled (0C) 0 2 4 6 8 10 SPS 3 C1 C2 C3 C4 SPS 4 C1 C2 SPS 7 C1 C2 C6 CRITERIA SPS 7

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 _________________________________ _________________________________________________ _______ PEKA/YR5/JPNS

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

TEACHERS GUIDE : _____________ INVESTIGATING MATERIALS Activity Code 5/2/2.1/2.1.1 Learning 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 STEPS 1. Briefing: Discussion: PEKA/YR5/JPNS DATE

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

PEKA/YR5/JPNS

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

1. 2. 3. 4.

Put the lime juice in the Petri dish. Test the lime juice with blue and red litmus paper. Repeat steps 1 and 2 on other substances. Record your observation. Take note: Do not taste the substances used in this experiment.

SPS/S MS Criteri a Tick

SPS2 C1 C2

SPS4 C1 C2 C1

SPS6 C2 C3 C4 C1

SMS 3 C2 C3

PEKA/YR5/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : ____________________CLASS: _________DATE :____________ WORKSHEET 1 A. Write your observation in table below. SPS 4 Substances The change in colour of litmus paper Blue litmus Red litmus paper paper C1 C2 SMS 3 C1 C2 C3 CRITERIA

Vinegar Salt solution Sugar solution Liquid detergent Cooking oil Shampoo Tamarid juice Tomato sauce Water Mineral water Tea solution Lime juice Baking soda solution B. Group the substances to acidic, alkaline and neutral substance. Substances

SPS 2 C1 C2

Acidic

Alkaline

Neutral

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PEKA/YR5/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : ___________________CLASS: ______ DATE : ______________ WORKSHEET 2 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 ____________________. C1 C2 C3 C4 CRITERIA SPS 6

PEKA/YR5/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

TEACHERS GUIDE ______________ DATE :

INVESTIGATING THE EARTH AND THE UNIVERSE Activity Code Learning Area Learning Objective Earth, the Moon and the Learning Outcome position of the shadow Apparatus : Method : 5/4/2/2.1/2.1.1 2 The Sun, The Earth and The Moon. 2.1 Understanding the movement of the Sun. 2.1.1 Describe the changes in length and throughout the day. Measuring tape, graph paper, small flag, 50 cm metre ruler or stick. Group activities. Experiment. STEPS

PEKA/YR5/JPNS

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 : _____________________________ ______________ Appendix 1 Procedures: Carry out an activity Complete the worksheet given stick DATE :

ACTIVITY SHEET

PEKA/YR5/JPNS

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/SM S Criteria C1 Tick

SPS 3 C2 C3 C4

SPS4 C1 C2

SPS 7 C6

SMS 3 C1 C2 C3 C4

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : ___________________CLASS :_______ DATE : ______________ WORKSHEET 1 A. Record your observations in the table below. Time Length of shadow (cm)

CRITERIA SPS 3 C1 C2 C3

PEKA/YR5/JPNS

SPS 4 C1 C2

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

SPS 7 C6

SMS 3 C1 C2 C3 C4

time D. Describe the length of the shadow from morning till noon? __________________________________________________ ___ _______________________________________________

SPS 3 C4

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

TEACHERS GUIDE ______________ PEKA/YR5/JPNS DATE :

INVESTIGATING THE WORLD AND THE UNIVERSE Activity Code Learning Area Learning Objective Moon. Learning Outcome Method : 5/4/2/2.3/2.3.3 2 The Earth, the Moon and the Sun. 2.3 Understanding the phases of the 2.3.3 Describe the phases of the Moon.

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.

PEKA/YR5/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : ___________________CLASS ; ________DATE : ____________ INVESTIGATING THE WORLD AND THE UNIVERSE Appendix 1 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. ACTIVITY SHEET

SPS/S MS

SPS 4

SPS 5

SMS 3

PEKA/YR5/JPNS

Criteri a Tick

C1

C2

C1

C4

C1

C2

C3

C4

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : _____________________________ ______________ WORKSHEET DATE : 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 5 C1 C4 SMS 3 C1 C2 C3 C4

PEKA/YR5/JPNS

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

TEACHERS GUIDE DATE : ______________ INVESTIGATING TECHNOLOGY Activity Code Learning Area Learning Objective Learning Outcome Apparatus : Method : 5/5/1/1.2/1.2.1 1 Strength & Stability. 1.2 Understanding the strength and stability of a structure. 1.2.1 Identify the factors that affect the strength of a structure.

Manila cards, science textbooks, scissors. Group activities Experiments. Steps

PEKA/YR5/JPNS

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.

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.

PEKA/YR5/JPNS

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 Criteria Tick

C1

SPS 7 C2

C4

SCIENCE PRACTICAL ASSESSMENT (PEKA) YEAR 5

NAME : _____________________CLASS:________DATE : ____________ WORKSHEET A. Record your observation in the table below Number of Science textbooks on top Structure of the structure before it falls. A B PEKA/YR5/JPNS

9
CRITERIA SPS 7 C1 C2 C3

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 Sarawak Ketua Sektor Sektor Penilaian dan Peperiksaan Jabatan Pelajaran Negari

PEKA/YR5/JPNS

Penasihat: En Lananan bin Mohamad Penolong Pengarah Unit Pentaksiran Sektor Penilaian dan Peperiksaan Jabatan Pelajaran Negari Sarawak

Penulis Modul: 1. En. Ettin Lambat Ketua Pentaksir Negeri (PEKA Sains) SK ST Faith, Kuching Ketua Pentaksir Kawasan (PEKA SK Empila Kota Samarahan 3. Pn Azmiera Abdullah Kuching 4. Pn. Elizabeth Jimen 5. Pn. Sinah Robinson SK. Catholic English, Kuching Ketua Pentaksir Kawasan SK. Serian, Kota Samarahan Pentaksir Kawasan SK ST. Theresa Padungan,

2. En. Wellington Laichon Gaong Sains)

AJK Pemurni Modul: 1. Pn. Rokiah Bujang 2. Pn Zaliana Abdullah 3. Pn. Lai Pei Fong SK Merpati Jepang Kuching SK Astana Kuching Ketua Pentaksir Kawasan JK Chung Hua Batu 32,

Samarahan 4. 5. En. Mohamad Yaakub b. Smail Ketua Pentaksir Kawasan SK Jalan Arang, Kuching Pn. Sim Phoi Kiang SK Chung Hua No 4, Kuching

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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.

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