Use evidence resources

Task: Identify colours and surfaces that keep things cool. Assessment focus: heat absorption.

Students are given a partially completed table which details materials which are used as either conductors or insulators of heat. Students complete the table by indicating whether the materials conduct or insulate heat or give an example of its use.

Students name things that are protected by paint. Students also explain why metal needs protecting.

Students identify three different places where food can be put to keep it cool. Students also explain why keeping food cool is beneficial.

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.

Task: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Task: Decide what information can or cannot be inferred from food chain diagrams. Assessment focus: reading food chains

Task: Identify how features/adaptations of a starfish help it survive, and decide whether the amount of evidence from scientists' observations supports or does not support their theory/inference. Assessment focus: using observations as evidence to inform theories.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students answer questions about the materials that pass through the placenta between the mother and the baby.

For this NEMP task students write about parts of the snail that help it survive.

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

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

Students label six diagrams as an element, compound, or mixture.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

Task: Demonstrate understanding of the pupil reflex of the eye, and apply this to answering questions about sunglasses safety. Extension questions probe understanding of who decides on and applies safety standards. Assessment focus: effect of UV light on the eyes and how it can be mediated by simple sunglasses technology.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Students are given the definitions for permanent and temporary change. The students then give two examples from the kitchen of each type of change.

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: students investigate the rolling distance of marbles on different surfaces. Assessment focus: processing information to answer a question.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.