Material World resources

Students draw a line from each paper type to a description of each paper's properties.

Students explain why the metal where some lemon juice had been spilt appears shiny.

Students answer two multiple-choice questions on pH.

Students decide if a statement is correct and then give a reason for their answer. Assessment focus: Using science ideas to explain a view.

Students write down three features of plastic that makes it useful in the home.

Students state if each of four jars containing different substances would sink or float.

Students answer three multiple-choice questions about atoms, elements, and atomic number.

Students state whether each of nine common objects are transparent or opaque.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

Assessment focus: insulation.

Select which materials are transparent, opaque, or translucent. Assessment focus: vocabulary of a material property.

Students answer 2 multiple choice questions about condensation. The assessment focus is on identifying where the condensation has come from.

Students classify 12 common substances as either a compound, mixture, or element.

This task assesses students' understanding of the states of matter by requiring them to draw and label diagrams of water as a solid, liquid , and gas.

Students classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Task: Select which picture correctly shows an ice cube in a glass of water and select correct explanation. Assessment focus: density of ice.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

Students answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.

For each of eight provided situations students identify whether each is an example of evaporation, condensation or neither of these.

Students name things that are protected by paint. Students also explain why metal needs protecting.

Students identify three different places where food can be put to keep it cool. Students also explain why keeping food cool is beneficial.

Students outline four tests they could do to find out if a newly described substance is a metal.

Students write down three reasons why aluminium could be a good material for house frames instead of wood.