Refine Current Search

Students are provided with a diagram of a thermometer and they answer questions on its use, how it works, and then read the temperatures from four thermometers.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

For this task students explain the causes to the difference in height of water levels in a lake during spring, summer, and winter.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Students are given some information about what to do when whales are stranded on our beaches. They answer three questions using this information to help them.

Students give reasons for and against saving endangered animals or plants.

Students draw a line from each of six invertebrate animals to its correct description. They are also required to name each animal.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Students answer questions about major natural events that happened on the Earth in one week by interpreting a diagram showing these.

Task: Match cards to show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

Task: Answer 2 multiple choice questions about how we would see Moon from Earth if its orbit changed. Assessment focus: relationship of Sun, Earth, and Moon.

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: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.

Students are asked three multiple-choice questions that relate to tides, the full moon and a solar eclipse.

This practical task requires students to follow instructions for making a 'green fridge' to determine its efficiency. Students collect and record data from their investigation and answer questions.

Task: Order fruit according to size and number of seeds, make a generalisation about the pattern and use this to predict whether a fig has small or large seeds. Assessment focus: pattern seeking.

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.

Students match the names of five animal pests to notes on each of these pests.

Students answer questions about the size of a balloon as the air temperature changes. The resource assesses students' understanding of the effect of temperature on gases.

Task: interpret data from a table and complete two calculations. The context is balancing a see-saw. Assessment focus: using a scientific formula to identify trends.

Task: Complete a graph from data in a table, and answer two questions. Assessment focus: speed and stopping.

Task: Answer questions about relationships between mass and stretch. Assessment focus: identifying patterns in data.

Task: students investigate the rolling distance of marbles on different surfaces. Assessment focus: processing information to answer a question.