E E-turo
← Back to the gallery View the Markdown source

Assessment Pack — Science 6

Term 1 · CG Quarter 1: Materials · School Year 2026–2027

A Table of Specifications, two summative tests with keys, a weekly check, and the rubrics for the four quarterly performance tasks the curriculum guide requires.

1. How assessment works this year

Per DO No. 015, s. 2026, for a Key Stage 2 core learning area:

Component Weight What feeds it in Quarter 1
Written Works 20% Weekly worksheets, weekly checks, Summative 1 and 2, investigation records
Performance Tasks 50% The Quarter 1 performance task from the guide, and the two group activities in offline-activities.md
Examinations 30% The Term 1 examination

Half the grade is performance, and the guide sets the task — page 17 requires at least one substantial performance task for each quarter.

⚠️ The weights are reported, not read. Two independent search passes returned the same 20 / 50 / 30 split for Key Stage 2 core areas. Confirm before computing a real grade.

The rule this pack applies that Grade 5's did not

A label with no reason scores half. The competency's verb is explain why, not identify, and a marking scheme that gives full credit for the correct word teaches the class that the word is the answer. Every key below splits the mark: one for the classification, one for the evidence. This is stated on the worksheet as well, so it is not a surprise at marking time.

2. Table of Specifications

Quarter 1 · Materials · 9 competencies · 45 items across the quarter

Quarter 1 competency Week Items Cognitive demand
1. Changes of state as diagrams and flowcharts 1 5 Understanding
2. The role of heat energy 2 4 Understanding
3. Why physical is reversible and chemical is not 3 12 Analysis and explanation
4. Uniform and non-uniform mixtures 4 4 Understanding
5. Air as a mixture 4 2 Recall
6. Eight separation techniques 5 8 Application
7. The benefit of each technique 6 4 Analysis
8. The three features of a fair test 7 3 Application
9. Three trials and accurate recording 7 3 Application
Total 45

Twelve items for competency 3, and it is the only competency in the quarter whose verb is explain why. It is also the one competencies 6 and 7 stand on: a separation technique works precisely because the change that made the mixture was physical.

3. Summative Test 1 — Week 4

Ten items · 25 minutes · Written Works

Section A — label and reason. Each row is worth 2 marks: 1 for the label, 1 for the reason.

# The change Physical or chemical Why
1 Ice melting on a plate
2 Paper burning to ash
3 Salt dissolving in water
4 An iron nail rusting
5 A shirt drying on the line

Section B — choose or explain.

  1. Which is not evidence that a new material was made? a. Bubbles appearing · b. The material changing shape · c. Heat given off · d. A colour change that will not wash off
  2. Why can you get salt back out of seawater but not flour back out of a cake? (2 marks)
  3. A glass shatters. Physical or chemical? Say which question you used. (2 marks)
  4. Blue paint and yellow paint are mixed and the result is green. Was a new material made? Explain. (2 marks)
  5. Name the change of state: a. liquid to gas, b. gas to liquid, c. solid to liquid, d. liquid to solid. (4 marks)

Key and marking notes

# Label Reason that earns the second mark
1 Physical Still water — freeze it and the ice returns
2 Chemical The paper is used up; ash, smoke and gases are new materials
3 Physical The salt is still there; evaporate the water and it comes back
4 Chemical Rust is a different material; the iron underneath is thinner
5 Physical The water became a gas; it is still water
# Answer Note
6 b Shape change is the classic physical change
7 — 2 marks. 1 for dissolving is physical, the salt is still salt; 1 for baking is chemical, there is no flour left to recover
8 — 2 marks. Physical, and the new-material question. A learner who answers chemical scores 0 here and should be taught rather than only marked
9 — 2 marks. No — both paints are still there, and this is why the sign is a colour change that cannot be undone or separated. A learner who says yes has the sign without its qualifier
10 — 4 marks. evaporation · condensation · melting · freezing

Total: 20 marks. As a percentage: marks ÷ 20 × 100.

4. Weekly Check — Week 3, Day 5

Seven items · 12 minutes · Written Works

  1. Why is a physical change reversible? Give the reason, not the word.
  2. Why is a chemical change irreversible? Give the reason, not the word.
  3. Give two of the four signs that a new material has been made.
  4. Sugar dissolves in tea. How could you get it back, and what would you lose?
  5. Rice is cooked. Physical or chemical? Give your evidence.
  6. Look at the saucer on the windowsill. What is in it, and what does that prove?
  7. A glass is dropped and shatters. Is that a physical change or a chemical one? Say which question you used to decide.

Key

# Answer
1 The material is still there, so it can be returned. Not "because it can be undone" — that is the same sentence twice
2 The original material has been used up and new ones exist; there is nothing to bring back
3 Any two: a colour change that will not wash off · a gas produced · heat or light given off · a solid appearing in a clear liquid
4 Evaporate the water. You lose the water
5 Chemical. Evidence: it cannot be returned to hard dry grains; drying it gives dry cooked rice
6 Salt. It proves the salt was never destroyed by dissolving — a physical change
7 See below

About item 7

This is the item that reads. Items 1 to 6 can be answered from the wall chart and from the saucer sitting in front of the class.

What the learner wrote What it means
Physical — every piece is still glass Full understanding
Physical — melt them down and you get glass Better, because it names the recovery
Chemical — you cannot undo it The shortcut has become the definition. Teach it on Monday
Physical, no reason Half marks. The competency's verb is explain

5. Summative Test 2 — Week 8

Twelve items · 25 minutes · Written Works

Covers competencies 4 to 9 and returns to competency 3 in items 1 and 11.

  1. Is dissolving a physical or a chemical change? Give your evidence. (2 marks)
  2. Give one example of a uniform mixture and one of a non-uniform mixture. (2 marks)
  3. Name four gases in air. (4 marks)
  4. Which technique separates salt from salt water? a. Filtering · b. Evaporation · c. Sieving · d. A magnet
  5. Which technique separates sand from water? a. Evaporation · b. Winnowing · c. Decantation or filtering · d. A magnet
  6. Which technique separates rice grains from their husks? a. Winnowing · b. Filtering · c. Picking · d. Evaporation
  7. Which technique separates iron filings from sawdust? a. A magnet · b. Sieving · c. Decantation · d. Scooping
  8. State the three features of a fair test. (3 marks)
  9. You are asked: does sugar dissolve faster in hot or cold water? Name the factor you change, the factor you measure, and two you keep the same. (4 marks)
  10. Why should an investigation be run at least three times? (1 mark)
  11. A candle burns for an hour. Name one physical and one chemical change happening on it. (2 marks)
  12. Explain in one sentence why a separation technique cannot recover a material after a chemical change. (2 marks)

Key

# Answer Note
1 Physical; evidence — the saucer, or evaporating the water 2 marks, one each
2 Uniform: salt water, air, vinegar. Non-uniform: sand in water, halo-halo, soil 2 marks
3 Oxygen, carbon dioxide, nitrogen, water vapour 4 marks. The guide's own list in competency 5
4 b —
5 c —
6 a —
7 a —
8 — 3 marks. Change one factor · measure one factor · keep all other factors the same
9 — 4 marks. Change: water temperature. Measure: time to dissolve. Same: amount of water, amount of sugar, stirring, container size — any two
10 — So that one odd result does not decide the answer. Accept replication, or any wording about reliability
11 — 2 marks. Physical: wax melting and re-hardening. Chemical: the wick and wax burning
12 — 2 marks. The original material no longer exists, so there is nothing left to separate out

Total: 26 marks.

6. Performance Task Rubrics

Four tasks, one per quarter, as page 17 of the guide requires. Every task is the guide's own.

Each rubric is 4 criteria × 4 levels = 16 marks. As a percentage: marks ÷ 16 × 100.

Levels: 4 = Full · 3 = Sufficient · 2 = Partial · 1 = Just beginning

6.1 Quarter 1 — A separation technique for a household problem, or the sugar investigation

A. Apply an appropriate separation technique to solve a local or household problem. B. Plan and conduct a simple scientific investigation involving a physical change, such as "Does sugar dissolve faster in hot or cold water?" Use your understanding of a fair test.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
The problem is real A named household or local problem, with why it matters to somebody A real problem, named A generic problem Invented for the task
The fair test One factor changed, one measured, others named and held; at least three trials Three features present, one trial Two features present The comparison has two variables in it
The technique fits the mixture Correct technique, and can say why the alternatives would fail Correct technique with a reason Correct technique, no reason Technique would not work
What was lost States what the method costs — the water, the time, the fraction not recovered Mentions a limitation Claims perfect recovery No evaluation

6.2 Quarter 2 — The seed-and-water fair test, or a local food web

A. Apply the features of a fair test to investigate how much water is needed to grow a common garden plant from a seed. B. Select an appropriate medium to design an example of a food web in a local ecosystem.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
Fair test design (A) or accuracy (B) Variables named and controlled, three or more replicates; or every organism genuinely local and correctly placed Most controls in place; or mostly accurate One control; or several misplacements Uncontrolled; or organisms chosen at random
The four roles (B) or measurement (A) Producers, consumers, scavengers and decomposers all present and labelled; or measurements dated with units Three roles; or most measurements Two roles; or estimates only Producers and consumers only; or no data
Arrows or conclusion Arrows show the direction energy travels, not who eats whom; or the conclusion points at the data Arrows present and mostly right; or a stated conclusion Arrows ambiguous; or a belief stated Absent
Communication A reader who was not there could follow it Mostly clear Needs the maker present Not legible

6.3 Quarter 3 — Sound-wave poster, simple-machine design, or creative writing

A. Develop an information poster explaining how musical instruments utilize the properties of sound waves. B. Design or improve a simple machine, with name, purpose, description of how it works, materials, sketch, and benefits. C. Utilize the concept of motion and gravity to write a creative story, poem, or any written art.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
Scientific content Amplitude, frequency and wavelength used correctly; or the machine's force advantage explained Terms used, mostly correctly Terms present but decorative Absent or wrong
All required parts (B) All five parts the guide lists, each with content Four parts Two or three One
Local usefulness Names where it would be used and by whom Names a use General claim of usefulness Absent
Craft Words, diagram and layout each doing different work Two of the three Text only, or picture only Not legible

6.4 Quarter 4 — An evacuation plan, or a constellation and its cultural significance

A. Design and describe an evacuation plan for a house or school in the event of a nearby and intensifying volcanic eruption, indicating planned actions and the reasoning behind them. B. Select a constellation that can be seen from the Philippines and describe its features. Explain its practical and cultural significance for Filipino people in the past and present.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
Accuracy PHIVOLCS alert levels used correctly and tied to actions; or the constellation is genuinely visible from here and correctly described Mostly accurate Some errors of fact Not accurate
The reasoning (A) or cultural significance (B) Every action has a stated reason; or a Filipino use is described from a named source Most actions reasoned; or a general cultural claim Actions listed; or the culture mentioned Absent
Respect and objectivity (B) Indigenous and scientific accounts both presented, neither dismissed Both present, one thin One only Dismissive of one
Usability A family could follow the plan; or a reader could find the constellation Mostly followable Needs the author to explain Not usable

6.5 The group activities

The two group activities carry their own 12-mark rubrics in offline-activities.md. They are not repeated here.

7. What is deliberately not here

Absent Why
Full marks for a correct label with no reason The competency's verb is explain why. Rewarding the label alone teaches that the label is the answer, which is the exact failure this week exists to prevent
Any item requiring a flame Grade 6 does not need to light anything to understand burning. Every chemical-change example here is recalled or observed at home
A real ripple tank The guide itself offers "a big tub of water or improvised ripple tank". This pack assumes the tub
A mark for the game game.html is formative. Marking it would advantage learners with a device at home
Particle explanations Grade 7 explains changes of state in terms of particle arrangement. Reaching for particles here answers a question nobody has asked yet, and it makes Week 3 harder rather than clearer

Part of the E-turo MATATAG artifact set. Companion files: syllabus.md · lesson-plan.md · lesson-plan-ilaw.md · class-record.html