Ministry of Education, Youth & Information

STUDENT CAMP 2021

PERFORMANCE TASKS

GRADE 5 – SCIENCE & SOCIAL

STUDIES

PREPARED BY CURRICULUM UNIT, MoEYI ©2021

 INTRODUCTION

Dear Students,

The Curriculum Unit of the MoEYI welcomes the opportunity to help you prepare for your

PEP Performance Task examination. We know that you have been facing some difficult times,

but also that your faith in God has been keeping you strong. For some persons, doing a test is

like doing a puzzle that is fun, but for others, it is a time of discomfort due to troubling

emotions. Despite these differences, there is so much you can learn about yourself and about

life from doing a test! So be encouraged as you are not alone and there are many persons

waiting to support you because they, like us, want you all to taste the pleasure that comes with

learning success.

This assessment booklet was designed to help you to succeed. It contains different kinds of

tasks that will help you decide how ready you are and what you need to do to excel. The tasks

will also require you to integrate the skills you have developed and the understandings you

have gained from learning about different aspects of life through the various time-tabled

subjects, the co-curricular activities and also from using what you have been taught in your

everyday living. To benefit from each activity, remember to reflect on what you know, remain

focused and optimistic and visualize yourself persevering to reach your goal. Above all, do

your BEST by bringing every relevant strategy and technique you know to unravel the secret

code that each test item tries to hide. If you are baffled by any item, treat the experience as a

message that is pointing you to seek help from other sources of ideas.

As you learn and make progress towards achieving your goals, share new insights with

members of your learning circle – family, friends, and faithful teachers/mentors.

So get ready, knowing that we are looking forward to hearing your story of VICTORY!

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 TIPS FOR PARENTS

General Note:
These booklets are developed by the Core Curriculum Unit of the Ministry of Education, Youth
and Information (MoEYI) to support your child/ward in developing key skills for the upcoming
PEP Performance Task examination. The Unit has tried to make the booklets as simple and
user- friendly as possible so that your child will be able to work through most of the tasks
independently. However, your role may become important at different points based on the
ability of your child. Some tips are set out below for you:

 Schedule time slots for your child/ward to review/ revise work in the booklet. If the

child also has online classes, you will need to carefully help him/ her to balance his/ her

time.

 Give your child breaks between activities. Do not crowd the child with too many tasks

in one block. Allow time for play.

 Guide your child/ward in going through the steps/ processes as outlined in the given

examples for each activity. Avoid short-cuts.

 Have your child explain their thinking behind selected responses.

 Use simple household chores and projects to further your child’s learning, for example

measuring the ingredients for baking, budgeting for shopping and so on

 Play a supportive role but allow your child/ward to do the work required.

 You may seek support from the child’s teacher (or the National Parent Teachers

Association – NPTA) where you are unable to assist the child on your own with some

areas of the tasks.

 Expose your child to additional resources available through radio and television lessons

and the learning kits provided by the MoEYI. Speak to your teacher/principal to access

the schedule for the lessons and to access the kits.

 Praise your child’s efforts. Have fun while learning with your child!

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SECTION 1

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 PERFORMANCE TASK 1
GRADE 5
SOCIAL STUDIES

Term 1
Attainment Recognize the contribution of individuals and groups who have helped to
Target 3 shape Jamaica’s development over time

Theme Our Common Heritage

Focus Question Who are some of the important persons that have helped to shape Jamaica
as a nation?

Objective Research the activities of Paul Bogle and George William Gordon and
draw conclusions about their roles in bringing about change after
emancipation

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 SOCIAL STUDIES COMPETENCIES

The following competencies should be explicitly and intentionally developed in

students:

1. Knowing facts, relationships, theories

 Teachers must present concepts in a variety of ways to develop conceptual
understanding. Teachers must also provide opportunities for students to use
concepts in a variety of ways and contexts.
2. Developing questions and planning inquiries
 Given multiple sources (maximum of 3 sources), students are required to
provide information needed to answer compelling questions.
 Give students questions and have them identify all the sources that provide
information needed to answer these questions. Have them justify their
selection of the sources.
 Present students with a variety of content related sources (charts, stories,
newspaper clippings, cartoons etc.)
 Through class or small groups discussions, have students identify the main
points, ideas, or arguments presented in the sources given. Give students the
opportunity to share with the class the information from the sources that
supports the main points or ideas that they have identified.
 Students are required to determine the source that would be most helpful in
answering a compelling question.
 Students are required to gather relevant information from multiple sources and
differentiate between factual sources and those that are based on opinions.
 Through the use of a report, students are required to draw conclusions using
information from multiple sources and suggest solutions to problems faced.

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 GET UP! STAND UP!

In your class there is a bully who is beating up some of your classmates. The bully does not
bother you. You want to help your classmates, but you are not sure if you should.

In your Social Studies lesson, you learnt about two of Jamaica’s national heroes who chose to
help their fellow Jamaicans who were being oppressed. Your Social Studies assignment is to
write a report titled Get Up! Stand Up! The report should include how lessons learnt from the
life and activities of the two national heroes can help you and your classmates to deal with
bullying.

INSTRUCTIONS:
There are six questions in this task. You must answer all six (6) questions.
Read carefully the conversation, the newspaper article and magazine article. Underline
important information in each of the sources and make notes on your writing paper. You should
use your notes and the information you underlined to answer questions and to help you write
the report.

NOTE:
Bullying is a real problem for many of our students. Fighting
must not be encouraged as one of the methods to stop bullying.

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 Source 1: Conversation among small farmers in October1865

Slavery ended in That is true. Life hard. The

1838, but life in 1865 small farms in the hills can’t
hasn’t changed much produce much because the
for Black people. land is not fertile and there is
a bad drought. People are
hungry!

To make matters worse we

have to pay donkey tax
and market tax. There is no
justice for the Black man.
Not even in courthouse.

1. Put a tick (√) in the box to indicate which statement is SUPPORTED or NOT
SUPPORTED by Source 1.

Statement SUPPORTED NOT

SUPPORTED
Life became easier for Black people when
slavery ended.
After emancipation the Black people were
treated fairly in the courts.

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 Source 2: Newspaper Article

WAR in Morant Bay!!

October 11, 1865

Nothing was done to ease poverty and injustice, and things came to a head on Saturday,
October 7, 1865 when Deacon Paul Bogle, a black, well-to-do and influential landowner
and entrepreneur of Stony Gut/Spring Garden, and his followers, armed with sticks and
accompanied by music, attended the trial of a black man who was arrested because he
trespassed on a long-abandoned estate.

Another peasant from Stony Gut was arrested because he spoke out in court against the
unjust arrest. Bogle and the others attempted to rescue the man, and a fight broke out.

The man was rescued and the police severely beaten, after which Bogle and the others
retreated to Stony Gut.

On Wednesday, October 11, Bogle and the others returned to Morant Bay, where the
vestry was meeting in the courthouse and all hell broke loose.

The disturbance lasted for some six hours during which the courthouse and the adjoining
schoolhouse were burnt down, and the Custos and others killed.

The governor responded by sending troops to Stony Gut, where more than 400 peasants
were killed, and the village flattened.

(Adapted).

2. Put a tick (√) to indicate which of the following would be HELPFUL OR NOT
HELPFUL in finding more information on the Morant Bay Rebellion.
HELPFUL NOT
HELPFUL

A book of poems written in 1865

A book about the life of Paul Bogle

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 Source 3: National Heritage Magazine

Life and Work of George William Gordon

George William Gordon was the son of an enslaved African woman and a white plantation
owner, the Scotsman Thomas Gordon. He was a successful businessman and landowner, as
well as a vestryman and Justice of the Peace, and he was twice elected to the Jamaica House
of Assembly. He was married to a white woman, Mary Jane Perkins — a widow and the former
proprietor of a girls' school in Kingston.

Gordon was a prominent and harsh critic of Governor Eyre’s policies in the Jamaica Assembly,
and also spoke up for the rights of Jamaica’s poor Blacks in public speeches and the newspaper.
Some persons believed that Governor Eyre had Gordon hanged because he spoke up for the
poor people in Jamaica.

Governor Eyre was removed as governor and recalled to England. A new governor, Sir John
Peter Grant was sent to Jamaica. He made many changes. The legal system was changed. All
people were now equal before the law. Schools, hospitals, and public buildings were
constructed. There was a new police force.

3. Write ONE question that you would ask George William Gordon about the
Morant Bay Rebellion.

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4. Which source (1, 2 or 3) would be most helpful in finding the following
information?

For each piece of information needed write the number for the source and write a
sentence or phrase from the source which provides the information.

Information Needed Source Evidence from the Source

The conditions facing small

farmers in Jamaica in 1865

The life of George William

Gordon

The activities of Paul Bogle

during 1865

The reason Paul Bogle and

his followers went to the
courthouse on October 7
Changes in Jamaica after
the Morant Bay Rebellion

5. Put a tick(√) in the column to indicate whether each statement is FACT or

OPINION

STATEMENT FACT OPINION

George William Gordon was a businessman and a Justice

of the Peace
George William Gordon criticized Governor Eyre
harshly
Paul Bogle was a deacon and a landowner

More than 400 peasants were killed during the Morant

Bay Rebellion
Sir John Peter Grant was a good governor.

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6. Write a report titled Get Up! Stand Up! The report should include the
following:
a. One sentence on the background of Paul Bogle and one sentence on the
background of George William Gordon.
b. One of the activities of George William Gordon and one of the activities of
Paul Bogle to help the Black people in 1865.
c. Two things that happened on October 11, 1865.
d. What happened to Paul Bogle, George William Gordon after the rebellion?
e. One thing in Jamaica that changed after the Morant Bay Rebellion.
f. Why did Paul Bogle and George William Gordon stand up for the Black
people?

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 PERFORMANCE TASK 2
SOCIAL STUDIES
GRADE 5

Term 2
Attainment Know and value the contribution of communities in fostering national
development, regional integration and international cooperation.
Target

Theme Living Together

Objectives Students should be able to:
1. Describe the functions/ services of the municipal corporation
(parish council) and draw conclusions about its importance to the
governing of the country.
2. State the importance of property taxes to the services carried out by
the parish council. NSC, 2018. Pg. 337

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 SPRINGFIELD GARDENS CITIZEN’S ASSOCIATION

You are the president of the Citizens’ Association of your community called Springfield Town.
At the last meeting of the association, the residents told you about their concerns regarding the
community. They are concerned that the community is not being properly maintained and they
do not have access to some services such as garbage collection. Some community members
have said that they pay property taxes to the government while others say they do not pay.

The citizens have been told that the Municipal Corporation is responsible for some services in
their community but they are not sure if this information is true. The citizens are therefore
asking you to find out about the functions of the Municipal Corporation and services it provides
for the community. They also want to find out why they need to pay property taxes every year
to the government for property they already own. You have to get this information for the next
meeting which is scheduled a week from today.

You conducted online research as well as visited government agencies and found three relevant
sources on the topic; a cartoon; a passage and a newspaper article. You must review these
sources before reporting to the citizens at the meeting next week.

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INSTRUCTIONS:

Read carefully the cartoon, the information from the Ministry of Local Government and the
newspaper article. You may underline important information in each of the sources or make
notes on a piece of writing paper. You can use your notes and the information you underlined
to answer questions in Part 1 and to help you write the report in Part 2.

SOURCE 1

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 SOURCE 2
Roles and Functions of Municipal Corporations
Municipal Corporations make regulations and rules for the good governance of the parishes
over which they have control. Municipal Corporations carry out their functions within
communities.
Specific responsibilities of the Municipal Corporation include:
 Developing, managing and maintaining roads, water supplies, drains and gullies,
parks, recreational centres, markets, abattoirs, animal pounds, cemeteries,
transportation centres, public sanitary conveniences and public beaches.
 Provision of local services such as poor relief, public health and street lighting.
 Regulation of building and planning approvals, licensing of trades and businesses,
street parking and control of public vending.

SPENDING FOR THE SPRINGFIELD TOWN

MUNICIPAL CORPORATION.

Street Lights
Road Works 33%
39%

Public Cleaning
and Garbage
Disposal
28%

www.springfield.org
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 SOURCE 3
Treason! - Local Government Minister Denounces Councillors Who Say Not to Pay
Property Taxes

The National Newspaper

Local Government Minister David Steele said he was alarmed by reports that some
councillors in Municipal Corporations across the island are encouraging residents not to
pay property taxes.
Speaking at a special sitting of the Springfield Municipal Corporation yesterday, Steele said
that if the reports were true, such an act would be “treason”.

"There is some disturbing information coming to me about how some elected councillors
are advising members in their divisions not to pay property taxes," said Steele. "This is
something that I do not want to believe, and it would be rather unfortunate if any elected
representative encouraged their constituents not to pay their property taxes. It would be
irresponsible and I would consider that an act of treason if any local elected representative,
for any cheap political reason, would encourage people not to pay their property taxes."
Steele reminded the councillors that it was the property tax that allowed the municipal
corporations to carry out their functions at the local government level, including the
provision of several critical services.

"Property taxes are what will drive the Municipal Corporations, because if you do not pay
the taxes, the councillors cannot get paid, we will not be able to collect the garbage, we will
not be able to reduce the $5.1 billion that is owed to the Island’s Electricity Company, and
we will not be able to provide social programmes," said Steele.

"It is the responsibility of the councillors, when you speak to your divisions and when you
go to your citizens' association meetings and your town hall meetings, to stress the
importance of property tax."

The Government is aiming to collect over $9 billion in outstanding property taxes.

However, it is estimated that approximately 43 per cent of property owners do not pay their
taxes.
Source: Adapted. Thomas, C. The Gleaner. April 28, 2017

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Write the main points from each source.
Source 1 Source 2 Source 3

TASK 1
1. Look at the questions in the Table below. Put a tick (√) in the box to match the source
that provides an answer for each question. You may tick more than one source.

Question Source Source Source

1 2 3
What are Municipal Corporations?

What are some of the issues in the community of

Springfield Town?

What are some of the functions of Municipal

Corporations?

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 2. Which source is the most helpful in answering the question below?

a. How are Municipal Corporations funded? Source ____

b. Why is the source you selected the most helpful. In your explanation give
one detail from the source.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. a. Which source provides factual information?

Source __________
b. Write one factual statement from the Source.

____________________________________________________________________

____________________________________________________________________

c. Which source gives opinions about the services carried out by Municipal
Corporations?
Source __________
d. Write one opinion from the Source.
____________________________________________________________________

_____________________________________________________________________

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 TASK 2
Write a report to present to the residents at the next Citizens Association meeting. Your
report should answer the following questions:

 Why are property taxes important?

 What are three services that the residents of Springfield Town should receive from the
Municipal Corporation to ensure their community is a healthy and safe place to live?
 What is one thing that the citizens can do to ensure that Springfield Town is properly
maintained?

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SECTION 2

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 PRIMARY EXIT PROFILE (PEP) PERFORMANCE TASK

The PEP Performance Task Test is designed to assess the student’s ability to apply the
process skills and science and engineering practices found in the Science National Standards
Curriculum (NSC).

The Process skills include:

 Observing  Predicting  Formulating hypotheses
 Communicating  Inferring  Interpreting data
 Measuring  Identifying and controlling  Experimenting
 Classifying variables  Creating models
 Define operationally

The Science and Engineering practices, as identified by the Next Generation Science Standards
(NGSS), are:
 Asking Questions or Defining Problems
 Developing and Using Models
 Planning and Carrying Out Investigations
 Analysing and Interpreting Data
 Using Mathematics and Computational Thinking
 Constructing Explanations or Designing Solutions
 Engaging in Argument From Evidence
 Obtaining, Evaluating, and Communicating Information

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 SCIENCE AND ENGINEERING PRACTICES

The practices are explained below.

Asking Questions/ Defining Problems – involves asking and refining questions that lead to
explanations of phenomena, which can be tested. Define problems to be solved and generate
ideas that lead to solutions

Planning & Carrying Out Investigations – involves designing investigations to describe a

phenomenon, test a theory or model. Usually requires a systematic process (aim, predict
outcomes, method, conclusions from results).

Developing & Using Models – involves the use and construction of tools such as diagrams,
physical replicas, or graphs to represent ideas and provide explanations and predictions.

Analysing & Interpreting Data – involves the breaking down of information into its
components so as to understand its meaning.

Using Mathematics & Computational Thinking – involves using mathematics and computation
as a base for representing relationships. It is also used for the analysis of data.

Constructing Explanations/ Designing Solutions – involves providing explanations for the

causes of phenomena based on observations or models developed. Developing a design plan
and testing models or prototypes and refining design ideas.

Engaging in Arguments from Evidence – involves the use of reasoning and argumentation to
make their case (using data/ information given as evidence)

Obtaining, Evaluating and Communicating Information – involves gathering information,

critiquing and making a judgment as to the merit of scientific material and communicating
information in multiple ways (text, spoken word, diagrams, graphs, tables)

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 Grade 5 Performance Task 1.
Science

Unit Forces and Work

Objectives  Investigate the relationship between the mass of an object
and the force needed to move it
 Consider patterns in results in order to draw conclusions
 Show objectivity by using data and information to validate
observations and explanations about forces

Process Skills Measuring, drawing conclusions, predicting, analyse, interpret,

calculating
Science & Developing and Using Models, Analysing and Interpreting Data,
Engineering Obtaining, Evaluating and Communicating Information, Using
Practices Mathematics and Computational Thinking

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Scenario: A student received a Jack-in-the-box (or Slinky Dog) toy for his birthday and
wanted to investigate just how far the spring mechanism could be stretched. He remembers
that when a force is applied to a spring, it extends. He sets up an experiment to find out how
far a spring would extend if he adds different masses to it. Diagram showing the set-up of the
experiment is shown below. Use the information to answer the questions.

spring

length of
spring

Spring A

mass
1st Extension

The length of the spring and how far it stretches when different masses are added are shown
using arrows on the diagram.

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Question 1
Use a ruler to measure the length of each spring shown below and write your answers in the
spaces provided.
1. Un-stretched Spring A. Length: ______________________________

2. 1st Extension – Length: _____________________________________

3. 2nd Extension – Length: _____________________________________

4. 3rd Extension – Length: _____________________________________

Question 2.
Calculate the difference in the length of the un-stretched Spring A and each extension.
Complete the table showing the lengths of each spring and the differences in length. Show
workings in the space provided.

Table showing the length of the spring and its extension.

Un-stretched 1st 2nd 3rd
Spring A Extension Extension Extension
Length/ cm
Difference in length/ No difference
cm

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Objects of different masses were added to the spring causing it to extend.
Question 3
Which of the spring extensions most likely had an object with the greatest mass added to it?
Give a reason for your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Part 2
Another student measured how the extension of a spring changes when the force is increased.
The results are shown in the table. Force is measured in Newton.
Table showing the extension of the spring for different forces
Force (N) Extension (cm)
10 20
20 40
30 60
40 80
50 100

Question 4
What conclusion can the student draw from these results?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Question 5
Use the results to predict the extension of the spring if forces of 25 N and 60 N were used?
Support your answer using information from the table.
Extension at 25 N: ______________________________________

Extension at 60 N: _______________________________________

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 PERFORMANCE TASK 2
GRADE 5 SCIENCE

Unit Nutrition
Focus Question What are food nutrients and why are they important to us?
Objectives  Identify the food nutrients
 Describe the importance of each nutrient to the body
 Identify foods that are rich in particular nutrients
 Formulate a meal plan reflecting the components of a balanced
diet and justify their decisions
 Infer how meal choices affect personal health

Process Skills Analyse, interpret, draw conclusions, predicting,

Science & Analyse and Interpret Data, Using Mathematics and
Engineering Computational Thinking, Obtaining, Evaluating and
Practices Communicating Information

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Scenario:
A mother of three school-aged children went to the supermarket to purchase groceries for her
household. She saw two brands of canned soup (Brand A and Brand B) on the shelf and
struggled with making a decision about which one to purchase for her family. She inspects
the labels to make her choice.

EASY PREP SOUPS QUICK TIME SOUPS

You are required to carefully analyse the labels above in responding to the questions
below:

Question 1.
Which brand of canned soup will provide the quickest source of energy for her family? Give
reasons to support your answer.
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________

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Question 2
Use the nutrition information found on the label to explain which brand is a healthier option
to purchase for her family
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________

Question 3
The sodium content found in both brands of canned soups come from salt. Which brand of
canned soup would you recommend for an elderly man who has been diagnosed with high
blood pressure? Give reasons to support your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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The diagram below show the healthy eating plate recommended by the Ministry of Health,
Jamaica. Use the information in the diagram to answer Questions 4 to 5.

Question 4

Which food group (s) should be taken in the largest portion?

___________________________________________________________________________
___________________________________________________________________________

Question 5
Using the diagram above as your guide, draw and label how the healthy eating plates for the
following persons should look. Provide an explanation for your diagram.
i) An adolescent male athlete

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ii) A teenager

iii) An adult who is trying to lose weight.

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 PERFORMANCE TASK 3
GRADE 5 SCIENCE

Unit Ways Food are Grown

Objectives  Make predictions about the growth of plants in organic and
non-organic media
 Investigate organic and non-organic methods of growing food
 Draw conclusions from results of investigations on different
food production methods

Process Skills Analyse, interpret, plan and design, communicate,

Science & Analyse and Interpret Data, Planning and Designing
Engineering Investigations, Constructing Explanations, Engaging in Argument
Practices from Evidence

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 Scenario: Fatter Tomatoes

Fatter Tomatoes

A student accompanied her mother to the market in Down Town Kingston. While walking
through the market, she realised that the tomatoes shown by the vendors were of many
different sizes. She decided to question a few of the vendors to find out why their tomatoes
looked fatter than the rest.
Student asked, “Why do your tomatoes look so big?”
Vendor 1 replied, “I only use a special fertilizer mix on my farm. I practice organic farming”
Another vendor whose tomatoes were also big explained what he did.
Vendor 2: “For my tomatoes, I grow them in a special nutrient mix made from non-organic
fertilizers.”
The student wondered if she could also get big tomatoes and decided to conduct an
investigation at home.

Experiment 1 – The student carried out these steps:

 Bought tomato seedlings from the local store
 Planted one (1) tomato seedling each in three containers (pots) of the same size using
the same amount and type of soil.
 Added non-organic and organic fertilizers to separate containers and no fertilizer in
the remaining container.
 Placed each container near a sunny window and watered them everyday
 Measured and recorded the plant heights weekly
 After 12 weeks, the tomato fruits were picked and weighed.

The results after 12 weeks are shown in the table.

Table showing mass of tomatoes after 12 weeks
Date Mass of Tomatoes after 12 weeks
Pot 1 Pot 2 Pot 3
January 8, 2021 5.5 g 5.4 g 5.6 g
April 02, 2021 2.7 kg 1.8 kg 3.6 kg

Use the information provided above to answer questions 1 to 5 below.

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Part 1
Question 1
Which pot was NOT planted with any fertilizer? Use evidence from the table to support your
answer.

At the end of the experiment, the student came up with the following conclusion:

Conclusion:

Planting seeds with fertilizer helped the plants to grow faster and weigh more

Question 2
How did the student arrive at this conclusion based on the data collected? Support your
answer using evidence from the table.

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Part 2
Another student decided to carry out a comparison experiment by placing the tomato
seedlings into 3 containers: a large bucket, a flower pot and a wooden box. The student added
fertilizer and water as before (in Experiment 1) and measured the mass of the tomato fruits
after 10 weeks.
Question 3
Do you agree with the method used by this student? Use information from the experiments to
support your answer.

Question 4
What change (if any) would you make to the second student’s experiment?

Question 5
Rewrite the second student’s experiment, noting the changes you would make in each case.

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