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.
Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.
This practical task requires students to plan a method to determine which magnet is the strongest. Students carry out their plan, record results and write a conclusion.
For this practical task students make observations about the effect of coloured lights on different coloured objects. Students then draw some conclusions about their findings.
Task: Predict which of three balls dropped from different heights will squash most, explain why, and design an investigation to test prediction. Assessment focus: acceleration and fair testing.
Task: Predict, observe, and explain where a piece of wood floats in a container of water and oil. Assessment focus: flotation related to density; explaining predictions.
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 are given a diagram and information on the ratios of black- to grey-coated possums. Students answer questions relating to this information as well as identifying a method that could be used to determine the percentage of each coat colour.
Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.
Students are provided with four diagrams of different types of fossils. Students are asked to explain the type of information each of these fossils could provide.
Students are provided with a narrative of two children who have gone back to the past at a time when dinosaurs existed. Students have a number of questions to answer during the narrative.
Task: Use information about differences between moths and butterflies to decide which category examples belong to, and identify what evidence was used. Assessment focus: observation, using evidence.
Task: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.
Students are provided with two photographs of an area, one before a tree planting programme and one five years later. Students are asked to write an article on how tree-planting helps the environment.
Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.
Task: Read information and compare the special features that influence the chances of survival of black robins and fantails. Assessment focus: interpreting text to identify risk factors for survival.
Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment
focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.