Refine Current Search

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Using the information provided on unattached and attached ear lobes, students complete a family tree for this genetic trait.

Using characteristics found in peas, students construct two punnet squares and then answer questions on these.

The results of three different crosses between long-haired and short-haired rabbits have been provided. Students state, with a reason which characteristic is dominant and complete a punnet square for one of the crosses.

Students are given results from an investigation looking at light intensity and its effect on the rate of photosynthesis in two plants. Students are required to draw line graphs of this data and then answer a number of questions pertaining to this.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

Task: Students apply both their knowledge of the functions of roots and information from a model to explain why care is needed when transplanting trees. Assessment focus: interpreting diagrams.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

Task: identify micro-organisms. Assessment focus: using an identification key

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

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

Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

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

Task: Explain how a change in the cockle population has affected one or more organisms in a food web in the short and long term. Assessment focus: Sorting observations and inferences; reading food chains and; using a food web diagram to predict impact of change.