Use evidence resources

Task: Match statements about materials that sound travels through, with corresponding science idea. Assessment focus: choosing evidence to support a science idea.

Task: Identify from an experiment the preferred living conditions of slaters, and use a fact file to suggest reasons why. Assessment focus: interpreting results of an investigation.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

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.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Task: Complete a drawing of things found on a dairy farm, and describe relationships between them. Assessment focus: interdependence in a dairy farm environment.

Task: Complete a drawing of things found in a garden, and describe relationships between them. Assessment focus: interdependence in a garden.

Task: Complete a drawing of things found in and near a flax bush, and describe relationships between them. Assessment focus: interdependence in a flax bush environment.

Task: Complete a drawing of things found in an area of native bush and describe relationships between them. Assessment focus: interdependence in a native bush environment.

Task: Complete a drawing of things found in or near an ocean, and describe relationships between them. Assessment focus: interdependence in an ocean environment.

Task: Interpret a flowchart and text to identify in what ways goats are pests. Assessment focus: identifying ways in which goats are pests and how they are controlled.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

Task: Students read a short written text to explain how the special features of wild ginger help it survive. Assessment focus: explanation of wild ginger's special features and why it is a pest plant.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Task: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

This practical task assesses students' ability to identify the larger group that four animals belong to and then to identify the features that those groups have using animal cards and labels.