Gather and interpret data resources

Task: Predict whether given objects will float, investigate, then record and explain results. Assessment focus: flotation.

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.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

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

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

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

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.

This practical task requires students to follow instructions for making a 'green fridge' to determine its efficiency. Students collect and record data from their investigation and answer questions.

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: 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.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.

Choose which toy vehicle will roll further, and explain why. The two vehicles are set up under different conditions (ramps at different slopes, rolling onto different surfaces at the bottom). Assessment focus: science explanations using ideas about forces and energy.

For this NEMP task students write about the parts of a praying mantis that help it survives.

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.

Pictures are given of the life cycles of three different animals (hawk, turtle and deer). Students identify which stage the animal's survival is most in danger and give explanation of why it is not safe. Students also give one special feature that helps this animal survive at this time.

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

Drawings of four different seeds are provided. Students explain how each seed is dispersed.

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

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.

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.

For this task students are provided with photographs of four different types of weta. Students are asked to give two features that weta have in common with each other and to give two features that show weta belong to the group insects.

In this task, students look for patterns in electron arrangement in the periodic table. They use their ideas to place missing elements in the table, answer some questions about the patterns, and use the patterns to predict the properties of some elements.

This practical task requires students to use methods of separation to separate a mixture of salt, sand, and iron filings. Students explain how they did this and the property of the substance that they used.