minit curai peka sains 2015

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Minit Curai Taklimat PEKA 2015

JABATAN PELAJARAN KEDAH

MINIT CURAI

Nama PegawaiMenghadiri Kursus : Faizah binti Mat Isa

Jawatan : Setiausaha Panitia Sains SKSD

Kursus Yang Dihadiri : Mesyuarat Perlaksanaan PEK Sains !ahun "

Pengan#ur Kursus : Jabatan Penilaian dan Pe$eriksaan JPN

!arikh : %& Ma' %()&

!em$at : PK* Kuala Muda

Pengerusi : Pn Pauziah bt Md !ahir

Disampaikan oleh : Puan Pauziah ! M"Tahi#Penilaian Kerja Amali (PEKA) Sains merupakan salah satu komponen pentaksiran yang

dikendalikan oleh pihak sekolah.PEKA Sains dirancang,ditakbir,diskor dan dilaporkansecara terancang mengikut prosedur yang ditetapkan oleh Lembaga Peperiksaan

alaysia(LP).PEKA Sains dikendalikan oleh pihak sekolah dan pentaksirannya

dilaksanakan oleh guru!guru Sains Secara berterusan dalam proses pengajaran danpembelajaran.

"emi menjamin kualiti pelaksanaan PEKA Sains ,mekanisme penyelarasan,pemantauan

dan pengesanan akan dilaksanakan untuk meningkatkan kebolehpercayaan dan kesahanskor pentaksiran yang dilaksanakan di sekolah.

Kurikulum Sains untuk sekolah rendah bertujuan untuk melahirkan murid yangmempunyai pengetahuan dan kemahiran di dalam bidang sains dan teknologi dan mampu

mengaplikasikan pengetahuan dan kemahiran berlandaskan sikap sainsti#ik dan nilai

murni untuk membuat keputusan dan menyelesaikan masalah dalam kehidupanharian.$usteru itu,murid mempunyai landasan sains dan teknologi kea rah pembentukkan

masyarakat yang bersi#at ikram,dinamik,progresi#,bertanggungja%ab terhadap alam

sekeliling dan mengagumi penciptaan alam.

&. "isampaikan oleh' Pn

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2.0 OBJECTIVES

o enable pupils to'

aster the Scienti#ic Skills %hich includes

! Science Process Skills (SPS)

! Science anipulati*e Skills (SS)

Strengthen the kno%ledge and understanding on the theories and concepts in

science. +nculcate the Scienti#ic Attitudes and oble -alues

3.0 INSTRUMENTS

Practical %ork and report

ield trip

/lass!room acti*ities(eg. simulation, role play)

olio

Project Scrap book

/heck!list

odels

Assessment should be #ormati*e and continuous.

Pupils are encouraged to ac0uire kno%ledge and e1perience all the time

Pupils are gi*en opportunity to impro*e their %ork and the score that they

obtained

E*idence produced by the pupils should be kept #or the purpose o# coordination.

4.0 METHOD FOR ASSESSMENT

Scores are a%arded according to the Scoring scheme.

/arried out as part o# eaching and Learning process.

eachers can assess either one construct2skill or se*eral constructs2skills at one

time.

Pupils can be assessed either indi*idually, a small group, or the %hole class.

Scienti#ic Attitudes and o*el -alues should be assessed simultaneously %ith

other skills.

eachers assess, a%ard and record the score based on the e*idence presented by

the pupils.

Pupils must summit or sho% a complete e*idence.

Pupils %ho ha*e not mastered any assessed construct, are able to repeat it in

another assignment.

eachers must plan enough assignments to ensure that all the constructs ha*e been

assessed.

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Pupils should be gi*en ade0uate chances to master the re0uired skills be#ore the

assessment is made.

he skills that ha*e been mastered by the pupils in the earlier 3ear, need not

necessarily be assessed again in the later 3ear, unless it in*ol*ed a higher le*el.

he assessment should be carried out at least two tiesin each year.

he ma1imum total score 4 56

i.e 76 marks #or SPS

&6 marks #or SS

!.0 DOCUMENTS

anual Pengurusan Pentaksiran PEKA Sains 8PS9 Science Practical :ork Assessment (PEKA)' Assessment ;uide

Science Practical :ork Assessment (PEKA) ' 9eport


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CONTRUCT "SCORE AND CRITERIA #$ERFORMANCE INDICATOR%Elee&t ' ( S)ie&)e $*o)ess S+ills #S$S%

S$S ' ( OBSERVIN,( =bser*ing in*ol*es the sense o# sight, hearing, smell, touch and

taste to collect in#ormation o# an object and phenomenon. Sometimes, obser*ing also

in*ol*es 0uantitati*e measurement. =bser*ing is part o# an in*estigation process %hich

has speci#ic aim.S/=9E /9+E9+A 9EA9K

@

/?! State the properties o# objects and situations

correctly using any o# the #i*e senses.

/& ! State the properties o# objects and situationscorrectly using appropriate tools to assist the

senses.

/7 ! State the properties o# objects and situationsbased on the se0uences occurred.

Suggested

Acti*ity'

ield tripE1periment

Project

eg.72?2?.?2@

72?2?.&2?72?2&.?2@

72&2.?2?

@2?27.&2?B&

@2?27.@2?B&

@2?27.52&B5

52?2?.?27

7 ! /?and /&

& ! /? or /&

? ! /? or /& (%ith teachersC guidance)

S$S 2 ( C-ASSIFIN,( =bser*ing and identi#ying the similarities and

di##erences bet%een objects or phenomena and group them according to common

characteristics.S/=9E /9+E9+A 9EA9K

@

/? ! ;rouping objects or e*ents in order into

categories based on one common property

or criteria.

/& ! State the di##erences and similarities o# the

physical properties or criteria.

/7 ! State the common properties or criteria usedin each step o# classi#ication.

/@ ! ;rouping objects or e*ents in order into

categories based on properties or criteria untilthe #inal step or the higher le*el.

eg.

72?2?.?2?

72?2?.72?

72?2&.72?72&2?.72?

72&2@.?2?

@2?2&.72D

52?2&.&2?5272?.?2?

2?27.?2&

272?.&2&

272&2&.?2?

7 ! /?, /& and /7

& ! /? and /&

? ! /? %ith teachersC guidance.

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S$S 3 ( MEASURIN, AND USIN, NUMBERS ( ake 0uantitati*e obser*ation using

tools %ith standard unit. easurement %ill make a certain obser*ation more

precise.

S/=9E /9+E9+A 9EA9K

@

/? ! 8se the correct apparatus to measure 0uantities

eg. Length, *olume, mass, time and temperature.

/& ! 9ecord readings using numbers and correct

standard unit (S+).

/7 ! 9ecord readings accurately.

/@ ! State the increase and decrease in a reading.

eg.

@2&2?.?27!@@2&2?.&27

@2&2?.@2@B5

@2&2?.527B@

@2&2?.2@B552&2@.?27

2&2&.?2?B&

7 ! /?, /& and /7

& ! /? and /&

? ! /? and /& %ith teachersC guidance.

S$S 4 ( COMMUNICATIN,( o present ideas in *arious #orms such as orally, %ritten,

graph, diagram, model or table. +t also in*ol*es the skill to listen to otherpersonCs idea and to response to it.

S/=9E /9+E9+A 9EA9K

/?

/&

@ /7

/@

! 9ecord data or in#ormation #rom an in*estigation.

! Present data or in#ormation using appropriate

dra%ings, table or graph.

! E1plain ideas (oral or %ritten).

! :rite e1perimental report systemically

(%ith or %ithout guidance)

@2?2?.&27

@272?.2&52&2@.?25

5272?.72?

2?2?.&2&

2@2?.?27

7 ! /?, /& and /7

& ! /? and /&


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S$S ! ( USIN, S$ACE / TIME RE-ATIONSHI$ ( A process to e1plain or to sho%

the changes in location, direction, shape and sie o# an object %ith time.

S/=9E /9+E9+A =ES

@

/? ! Arrange occurrence o# phenomenon ore*ents

chronologically.

/& ! State the relationship bet%een the distance

tra*elled and the time taken.

/7 ! State the 0uantity o# changes based on the

rate o# changes.

/@ ! E1plain changes in location, sie, shape anddirection, %ith time.

52&27.?2@52@2&.?2&

2@2?.?272@2?.&2&

7 ! /?, /& and /7

& ! /? and /&


S$S ( DEFININ, O$ERATIONA-- (

S/=9E /9+E9+A 9EA9K

@

/? ! State concepts by describing %hat shouldbe obser*ed.

/& ! State concepts by describing %hat should

be done.

/7 ! State *ariables by describing %hat should

be obser*ed.

/@ ! State *ariables by describing %hat should

be done.

5272&.?2?2?2?.&2&

2&2?.72F

272?.&2&

252?.&2&

7 ! /?,/& and /7 or /@

& ! /? and /&

? ! /? or /& %ith teachersC guidance.

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S$S 1 ( DESI,NIN, A FAIR TESTE$ERIMENTIN,

S/=9E /9+E9+A 9EA9K

/?

/&

/7

/@

/5

/

! State the hypothesis (relationship bet%een %hat

to change and %hat to obser*e).

! State the *ariables ie. %hat to change,%hat to obser*e and %hat to keep the same,

in an e1periment.

! +denti#y the apparatus in an e1periment.

! State the steps in an e1periment (oral or %ritten).

! /arry out an e1periment to test the hypothesisby controlling *ariables in a coordinate manner.

! Present the result in the #orm o# dra%ings, table,graph or other means.

eg.

52&2&.&252&27.?2@

52&2@.?2?5272&.?27

2&2?.72G

2&2&.?2?

S/=9E /9+E9+A 9EA9K

5

@

7

&

?

! /?, /&, /7, /@, and /5

! /?, /&, /7, and /@

! /?, /&, and /7

! Any t%o criteria (/?, /&, /7)

! /? or /& or /7 %ith teachersC guidance

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Elee&t 2 ( S)ie&)e Ma&i5lati6e S+ills #SMS%

SMS ' ( USE AND HAND-E SCIENCE A$$ARATUS AND

SUBSTANCES

S/=9E /9+E9+A 9EA9K

@

/? ! 8se at least #i*e science apparatus

correctlyand care#ully.

/& ! >andle apparatus and substances correctly

and care#ully.

/7 ! Set up the apparatus or prepare the

substances

in an orderly manner.

/@ ! /arry out the e1periment #ollo%ing the

correct

procedure.

7 ! /?, /& and /7

& ! /? and /&


SMS 2 ( HAND-E -IVIN, AND NON -IVIN, S$ECIMENS

S/=9E /9+E9+A 9EA9K

@

/? ! >andle li*ing specimens correctly and

care#ully.

/& ! >andle non!li*ing specimens correctly andcare#ully.

/7 ! /are #or li*ing specimens.

/@ ! 8se non!li*ing specimens %ithout %aste.

7 ! /?, /& and either /7 or /@

& ! /? and /&

? ! /? or /& %ith teachersC guidance.

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SMS 3 ( DRA7 S$ECIMENS" SCIENCE A$$ARUTUS AND SUBSTANCES

S/=9E /9+E9+A 9EA9K

@

/? ! "ra% neatly.

/& ! Label dra%ings correctly.

/7 ! "ra% %hat is obser*ed.

/@ ! "ra% using correct scales.

7 ! /?, /& and /7

& ! /? and /&


SMS 4 ( C-EAN A$$ARATUS

S/=9E /9+E9+A 9EA9K

@

/? ! /lean apparatus using the correct method.

/& ! "ispose %aste using the correct method.

/7 ! /lean apparatus #8*e95e&tl:%.

7 ! /?, /&

/lean apparatus #soeties%.

& ! /? and /&/lean apparatus #*a*el:%.


SMS ! ( STORE SCIENCE A$$ARATUS AND SUBSTANCES

S/=9E /9+E9+A 9EA9K

/? ! Store apparatus and substancescorrectly and sa#ely.

@

/& ! Store apparatus and substances

correctly and sa#ely #8*e95e&tl:%.

7 ! /? and

Store apparatus and substances #soeties%.

& ! /? and

Store apparatus and substances #*a*el:%.


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"isediakan oleh'........................ (A+HA> A +SA)

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minit curai peka sains 2015

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