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Primary 6 PSLE Science Semestral Assessment 2 (End of Year) Paper 3
Free P6 PSLE Science SA2 Paper 3, HY3 Exam version, with questions, answers, and PSLE-focused practice for Singapore students.
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Questions
TuitionGoWhere Exam Practice (AI) - Science Primary 6 PSLE
School: TuitionGoWhere Exam Practice (AI)
Subject: Science
Level: Primary 6 (PSLE)
Paper: SA2 Practice Paper (Version 3 of 5)
Duration: 60 minutes
Total Marks: 40
Name: ___________________________
Class: ____________
Date: ____________
Instructions:
- This paper contains 20 questions on the topic of Diversity.
- Answer all questions in the spaces provided.
- Section A: 10 multiple-choice questions (1 mark each).
- Section B: 6 short-answer questions (2 marks each).
- Section C: 4 structured questions (1 mark, 2 marks, 3 marks, 3 marks).
- Use clear scientific terms in your answers.
Section A (10 marks)
Answer all questions. Each question carries 1 mark.
1. Which of the following is an example of diversity among living things?
A) A cat sleeping
B) Different leaf shapes of plants in a garden
C) A stone rolling downhill
D) Water evaporating
2. Which group of organisms can make their own food?
A) Consumers
B) Decomposers
C) Producers
D) Predators
3. A population is best described as:
A) One rabbit
B) All the grasshoppers of the same kind in a field
C) A pond and all its living things
D) A single type of plant cell
4. Which of these is NOT a reason organisms show diversity?
A) Different habitats
B) Different food sources
C) All organisms having the same DNA
D) Adaptations to environment
5. Mangrove swamps are a habitat that supports:
A) Only birds
B) A community of many populations
C) No decomposers
D) Only producers
6. Which statement about decomposers is true?
A) They hunt other animals
B) They break down dead organisms
C) They make food from sunlight
D) They are always plants
7. A student sees a lizard with a long tail and sticky toes. These are examples of:
A) Behavioural adaptations
B) Structural adaptations
C) Unfavourable conditions
D) Populations
8. Which is a positive human impact on the environment?
A) Deforestation
B) Dumping rubbish into rivers
C) Reforestation
D) Air pollution
9. Diversity in non-living things can be seen in:
A) Different colours of rocks
B) All animals being the same
C) One type of cloud
D) A single temperature reading
10. Food chains show:
A) How animals play
B) The flow of energy from the Sun to producers to consumers
C) Only decomposers
D) The shape of leaves
Section B (12 marks)
Answer all questions. Each question carries 2 marks.
11. Name two physical characteristics of the environment that affect the survival of organisms.
12. Explain why a community in a pond is different from a population of frogs in the same pond.
13. Give one structural adaptation and one behavioural adaptation of an animal you know.
14. State two negative impacts of man on the environment.
15. A garden has butterflies, grass, ants, and mushrooms. Which is the producer, which is the decomposer?
16. Why is diversity important for a habitat to remain healthy?
Section C (18 marks)
Answer all questions. Marks shown per question.
17. (3 marks)
Image pending generation: diagram for 17.
Using the food chain above, state the producer, one consumer, and the predator of the grasshopper.
18. (2 marks)
A seashore habitat has crabs, seaweed, and gulls. Explain how the seaweed and crabs show diversity in roles.
19. (3 marks)
A field becomes very dry for many months. Describe two things that may happen to the organisms living there because of this unfavourable environment.
20. (3 marks)
Compare a pond community and a mangrove swamp community. How are they similar and how are they different in terms of diversity?
Answers
TuitionGoWhere Exam Practice (AI) - Science Primary 6 PSLE
Paper: SA2 Practice Paper (Version 3 of 5)
Answer Key with Teaching Notes
Section A (10 marks)
1. B (1 mark)
Teaching: Diversity means differences among living things. Different leaf shapes show variation in plants. A, C, D are non-living or single actions, not diversity.
2. C (1 mark)
Teaching: Producers (plants) make food by photosynthesis. Consumers eat others; decomposers break dead matter; predators are a type of consumer.
3. B (1 mark)
Teaching: Population = same kind of organisms in one place. A is organism; C is community+habitat; D is cell level.
4. C (1 mark)
Teaching: Diversity comes from different DNA, not same DNA. A, B, D are real reasons for diversity.
5. B (1 mark)
Teaching: Habitat supports a community (many populations). Mangrove has plants, animals, decomposers.
6. B (1 mark)
Teaching: Decomposers break down dead organisms. A is predator; C is producer; D false.
7. B (1 mark)
Teaching: Structural = body features. Long tail and sticky toes are body parts, not actions.
8. C (1 mark)
Teaching: Reforestation is positive. Others are negative impacts.
9. A (1 mark)
Teaching: Rocks of different colours show non-living diversity. B, C, D show no diversity.
10. B (1 mark)
Teaching: Food chain shows energy flow Sun → producer → consumer.
Section B (12 marks)
11. (2 marks)
Answers: Temperature, light, water (any two).
Marking: 1 mark each correct characteristic.
Teaching: Physical factors are non-living parts of environment that organisms need.
12. (2 marks)
Answers: Community = many populations living together; population = one kind only.
Marking: 1 mark for community definition, 1 mark for population contrast.
Teaching: Pond community includes plants, frogs, bacteria etc. Frog population is only frogs.
13. (2 marks)
Answers: Structural: e.g. thick fur; Behavioural: e.g. hibernating.
Marking: 1 mark each.
Teaching: Structural = body part; behavioural = action.
14. (2 marks)
Answers: Deforestation, pollution (land/water/air), global warming (any two).
Marking: 1 mark each.
Teaching: Negative impacts harm environment.
15. (2 marks)
Answers: Producer = grass; Decomposer = mushrooms.
Marking: 1 mark each.
Teaching: Grass makes food; mushrooms break down dead matter.
16. (2 marks)
Answers: Many species help balance, some survive if conditions change, food webs stable.
Marking: 2 marks for valid reason (1+1).
Teaching: Diversity means if one species dies, others can fill role.
Section C (18 marks)
17. (3 marks)
Expected visual: arrows Sun→grass→grasshopper→frog→snake.
Answers: Producer = grass; Consumer = grasshopper/frog/snake; Predator of grasshopper = frog.
Marking: 1 mark each.
Teaching: Producer first, consumers eat others, frog eats grasshopper.
18. (2 marks)
Answers: Seaweed is producer (makes food), crab is consumer (eats others) → different roles show diversity.
Marking: 1 mark seaweed role, 1 mark crab role.
Teaching: Roles in community show diversity of functions.
19. (3 marks)
Answers: (1) Some organisms die; (2) Some move away; (3) Some adapt. Any two.
Marking: 1.5 marks each.
Teaching: Unfavourable environment → die/move/adapt.
20. (3 marks)
Answers: Similar: both have communities with producers, consumers, decomposers. Different: different organisms, e.g. pond has fish, mangrove has roots plants/crabs.
Marking: 1 mark similar, 2 marks different examples.
Teaching: Communities differ by habitat but share organisation levels.
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