Gather and interpret data resources

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

Task: Match cards to show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students use pictures of different types of parakeets to identify distinguishing features. NOTE: This resource needs to be used in colour.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

For this practical task students are provided with four types of plant storage organs. They classify examples as one of these types of food storage organ. Students also look at the tap root and a tuber and describe the main differences between them.

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

Task: Order fruit according to size and number of seeds, make a generalisation about the pattern and use this to predict whether a fig has small or large seeds. Assessment focus: pattern seeking.

Task: Make careful observations of a picture to decide what you can see and what you might know but can't see.

For this practical task students write a plan to find out if a microwave has a 'hot spot'. Students carry out their plan, collect, and interpret results.

This practical task is about heat absorption. From a given list students choose the equipment they would use to heat cold tap water as much as possible. Students complete the investigation, explain why each piece of equipment was selected, and record their results.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

For this practical task students investigate some features of craters, complete a table, and explain what they found out. Students then use a diagram showing some craters on the Moon to write as much information as they can about these craters.

This practical task assesses students' ability to design and carry out a fair test on the relationship between slope and rates of erosion.

For this task students explain the causes to the difference in height of water levels in a lake during spring, summer, and winter.

This task requires students to determine the best way to dissolve Milo the quickest. Students are given the opportunity to determine this by trial and error, then they are asked to write up their result and a conclusion.

For this practical task students determine the viscosity of different household susbstances such as golden syrup, cooking oil, fruit juice etc. Students complete the experiment and construct a chart showing their results and observations.

This practical task has students investigate the surface area of three objects and whether this influences the rate of evaporation. Students fill in a table, and calculate the water loss and answer questions to show their understanding.

Students answer short questions to demonstrate their understanding that candles need oxygen to burn.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

For this practical task the entire class is involved in an outside activity that looks at camouflage and warning colouration. Students then share their results and answer a number of questions.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

In this NEMP task students discuss observations of six unknown common household powders. They design a chart for results, find properties for each, and identify what each powder is. Assessment focus: identifying substances; teamwork.