Refine Current Search

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Students complete the wording for an advertisement about recycling. They need to complete sections on why, what, and how we recycle.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Students complete a table for six common objects by stating the material used to make each object and a useful property of that material.

Students use a list that has some properties of glass to help them answer four questions about glass use.

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: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Students explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Students construct a line graph from provided data, and then write a summary about the data.

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Students write a story about the water cycle using a given sequence of events that take place.

Students are provided with a table that gives them some properties of five different materials. They answer four short answer questions that involve interpreting information from the table.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Task: Complete two sentences. Assessment focus: definitions of permanent and temporary change.

Students identify in which order candles will go out and explain their answer. Assessment focus: the role of oxygen in combustion.

Task: Decide whether described situations are examples of melting or dissolving, provide further examples, and describe what happens when something melts, and when something dissolves. Assessment focus: definitions of melting and dissolving.

Students state if each of four jars containing different substances would sink or float.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Students write down three reasons why aluminium could be a good material for house frames instead of wood.