Vocabulary resources

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

Students read a newspaper article about outdoor activities then answer some comprehension questions.

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.

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

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.

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

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.

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.

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.

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

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

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

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.