SPS 1 : OBSERVING: Observing involves the sense of sight, hearing, smell, touch and

taste to collect information of an object and phenomenon. Sometimes, observing also involves quantitative measurement. Observing is part of an investigation process which has specific aim.

SCORE C$

CRI ERI! % State the properties of objects and situations correctl& using an& of the five senses. % State the properties of objects and situations correctl& using appropriate tools to assist the senses. % State the properties of objects and situations based on the sequences occurred. % C$and C( % C$ or C( % C$ or C( 1with teachers2 guidance3

RE"!R# Suggested !ctivit&' )ield trip E*periment +roject eg. -.$.$.$., -.$.$.(.$ -.$.(.$., -.(./.$.$ ,.$.-.(.$0( ,.$.-.,.$0( ,.$.-.4.(04 4.$.$.$.-

C(

, ( $

C-

SPS 2 : CLASSIFYING: Observing and identif&ing the similarities and differences between objects or phenomena and group them according to common characteristics. SCORE
C$

CRI ERI!
% 5rouping objects or events in order into categories based on one common propert& or criteria. % State the differences and similarities of the ph&sical properties or criteria. % State the common properties or criteria used in each step of classification. % 5rouping objects or events in order into categories based on properties or criteria until the final step or the higher level. % C$, C( and C% C$ and C( % C$ with teachers2 guidance.

RE"!R#
eg. -.$.$.$.$ -.$.$.-.$ -.$.(.-.$ -.(.$.-.$ -.(.,.$.$ ,.$.(.-.6 ,.-.$.$.$0$$ 4.$.(.(.$ 4.-.$.$.$ /.$.-.$.( /.-.$.(.( /.-.(.(.$.$

C(

CC,

( $

SPS 3 : MEASURING AND USING NUMBERS : "a7e quantitative observation using tools with standard unit. "easurement will ma7e a certain observation more precise. SCORE C$ CRI ERI! % 8se the correct apparatus to measure quantities eg. 9ength, volume, mass, time and temperature. % Record readings using numbers and correct standard unit 1SI3. % Record readings accuratel&. % State the increase and decrease in a reading. % C$, C( and C% C$ and C( % C$ and C( with teachers2 guidance. RE"!R# eg. ,.(.$.$.-%, ,.(.$.(.,.(.$.,.,04 ,.(.$.4.-0, ,.(.$./.,04 4.(.,.$./.(.(.$.$0(

C( , CC, ( $

SPS 4 : COMMUNICATING: o present ideas in various forms such as orall&, written, graph, diagram, model or table. It also involves the s7ill to listen to other person2s idea and to response to it. SCORE C$ C( , CC, ( $ CRI ERI! % Record data or information from an investigation. % +resent data or information using appropriate drawings, table or graph. % E*plain ideas 1oral or written3. % :rite e*perimental report s&stemicall& 1with or without guidance3 % C$, C( and C% C$ and C( % C$ with teachers2 guidance. RE"!R# ,.$.$.(.,.-.$./.( 4.(.,.$.4 4.-.$.-.$ /.$.$.(.( /.,.$.$.-

SPS 5 : USING SPACE - TIME RELATIONSHIP : ! process to e*plain or to show the changes in location, direction, shape and si<e of an object with time. SCORE C$ C( CRI ERI! % !rrange occurrence of phenomenon or events chronologicall&. % State the relationship between the distance travelled and the time ta7en. % State the quantit& of changes based on the rate of changes. % E*plain changes in location, si<e, shape and direction, with time. % C$, C( and C% C$ and C( % C$ and C( with teachers2 guidance. ;O ES 4.(.-.$., 4.,.(.$.( /.,.$.$./.,.$.(.(

C-

C, ( $

SPS 6 : DEFINING OPERATIONALLY :

SCORE C$ C(

CRI ERI! % State concepts b& describing what should be observed. % State concepts b& describing what should be done. % State variables b& describing what should be observed. % State variables b& describing what should be done. % C$,C( and either C- or C, % C$ and C( % C$ or C( with teachers2 guidance.

RE"!R# 4.-.(.$.$ /.$.$.(.( /.(.$.-.= /.-.$.(.( /.4.$.(.(

CC,

( $

SPS 7 : DESIGNING A FAIR TEST/E PERIMENTING

SCORE C$

CRI ERI! % State the h&pothesis 1relationship between what to change and what to observe3. % State the variables ie. what to change, what to observe and what to 7eep the same, in an e*periment. % Identif& the apparatus in an e*periment. % State the steps in an e*periment 1oral or written3. % Carr& out an e*periment to test the h&pothesis b& controlling variables in a coordinate manner. % +resent the result in the form of drawings, table, graph or other means.
CRI ERI! % C$, C(, C-, C,, and C4 % C$, C(, C-, and C, % C$, C(, and C% !n& two criteria 1C$, C(, C-3 % C$ or C( or C- with teachers2 guidance

RE"!R# eg. 4.(.(.(./ 4.(.-.$., 4.(.,.$.$ 4.-.(.$./.(.$.-.> /.(.(.$.$

C(

C/ C, C4 C/
SCORE 4 , ( $

RE"!R#

SMS 1 : USE AND HANDLE SCIENCE APPARATUS AND SUBSTANCES SCORE C$ C( CRI ERI! % 8se at least five science apparatus correctl& and carefull&. % ?andle apparatus and substances correctl& and carefull&. % Set up the apparatus or prepare the substances in an orderl& manner. % Carr& out the e*periment following the correct procedure. % C$, C( and C% C$ and C( % C$ with teachers2 guidance. RE"!R#

CC,

( $

SMS 2 : HANDLE LIVING AND NON LIVING SPECIMENS

SCORE C$ C(

CRI ERI! % ?andle living specimens correctl& and carefull&. % ?andle non%living specimens correctl& and carefull&. % Care for living specimens. % 8se non%living specimens without waste. % C$, C( and either C- or C, % C$ and C( % C$ or C( with teachers2 guidance.

RE"!R#

CC,

( $

SMS 3 : DRA! SPECIMENS" SCIENCE APPARUTUS AND SUBSTANCES

SCORE C$ C( , CC, ( $

CRI ERI! % @raw neatl&. % 9abel drawings correctl&. % @raw what is observed. % @raw using correct scales. % C$, C( and C% C$ and C( % C$ with teachers2 guidance.

RE"!R#

SMS 4 : CLEAN APPARATUS

SCORE C$ C( , ( $ C-

CRI ERI! % Clean apparatus using the correct method. % @ispose waste using the correct method. % Clean apparatus #$%&'(&)*+,-. % C$, C( Clean apparatus #/01&*21&/-. % C$ and C( Clean apparatus #%3%&+,-. % C$ and C( with teachers2 guidance.

RE"!R#

SMS 5 : STORE SCIENCE APPARATUS AND SUBSTANCES

SCORE C$ , C( ( $

CRI ERI! % Store apparatus and substances correctl& and safel&. % Store apparatus and substances correctl& and safel& #$%&'(&)*+,-. % C$ and Store apparatus and substances #/01&*21&/-. % C$ and Store apparatus and substances #%3%&+,-. % C$ with teachers2 guidance.

RE"!R#