Use evidence resources

Task: Fill in a chart to identify the damage caused by various animal pests. Assessment focus: specific contextual knowledge about animal pests.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

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.

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 interpret a table of data in order to answer four questions on the properties of five different types of paper.

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

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.

Task: Identify the features of three animals, name their classification group, and answer two questions comparing features of the groups. Assessment focus: classification of animals.

Students are given four pictures, and are asked to draw a circle around the picture that is not a bird, and then give a reason for their choice. Similarly, they circle animals that are not mammals, fish, and molluscs.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

Students are asked to match six everyday objects to the main energy transformation that occurs in each of these objects.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

This practical task requires students to use a plastic comb and wool to generate static electricity. Students investigate different materials to find those that are attracted to the static charge.

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

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 formulate questions about glaciers and climate change to show awareness that informed opinions are based on inter-related aspects of evidence rather than individual instances.

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: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

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: Make careful observations of objects in a picture to assess the size of one of the objects.