Students draw diagrams to show the particle arrangement in a solid, liquid, and a gas. Students then describe the differences in arrangement and movement of the particles for each of these states.
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.
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: 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.
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.
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 some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.
Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.