Vocabulary resources

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

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

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

Students produce a simple written description, using nouns and adjectives with some precision.

Students complete a cloze passage on how forests prevent erosion. They add words to create well-formed sentences.

Students complete a cloze passage about koalas using their vocabulary and knowledge of grammar to create well-formed sentences.

Students first do the science activity Throwing Balloons - investigation (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

This comprehension task assesses student ability to use evidence in text to make inferences about characters' points of view, and to analyse and synthesise understandings of these characters.

For this practical students observe some activities which illustrate melting and dissolving. They write sentences about what they observe and then write what they think melting and dissolving mean.

Students are assessed on their ability to use the modelled features of a thesaurus to create their own thesaurus page.

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

Students use evidence in a text to make inferences about a character's feelings. They analyse these within scaffolding activities, synthesising their thinking to suggest the author's message.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students select the correct written definition of the words element, compound, and mixture.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

For this practical students use provided definitions to classify 12 objects as either transparent, translucent, or opaque.

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

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

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

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

Assessment focus: ability to use contextual clues to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) Reading age 9.5-10.5. SJ-4-3-2004. Text provided.

This task assesses student ability to find the text features of an explanation of a scientific idea.

Students read a poem to answer questions that focus on the language used. Text provided.