Refine Current Search

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

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.

Students use provided symbols to write formula and to draw diagrams of different compounds.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students use information on nine elements from the periodic table to answer four short questions.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

Students explain the terms physical and chemical change. Then they read a passage of text and identify the six changes that have occurred and state if each change is a physical or a chemical change.

Students classify five described changes as either a chemical or a physical change.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

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: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Students are asked four short questions that explore their understanding of the Earth's rotation, Earth's revolution, and seasons.

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.

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.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

In this task, students look for patterns in electron arrangement in the periodic table. They use their ideas to place missing elements in the table, answer some questions about the patterns, and use the patterns to predict the properties of some elements.

Students are provided with six pictures of animals. They identify those that can fly, and explain what these animals have in common.

Students answer three questions by interpreting a weather map and other forecast information.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students draw a line from each genetic term to its correct definition.

Students are required to match plant parts with their function.

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.