Refine Current Search

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

This practical task assesses students' ability to design and carry out a fair test on the relationship between slope and rates of erosion.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

This resource assesses students' understanding of erosion. Students order a set of diagrams showing the process of erosion in a river and write an explanation of how cliff erosion occurs by the sea.

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

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

This task requires students to determine the best way to dissolve Milo the quickest. Students are given the opportunity to determine this by trial and error, then they are asked to write up their result and a conclusion.

Students use a table about properties of different materials to answer questions about this, and to group the materials listed into two groups.

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

Students answer short questions to demonstrate their understanding that candles need oxygen to burn.

Students read a passage about a genetic characteristic found in a family. They use this information to complete a representation of an inheritance diagram by shading in and naming the persons of this family. Lastly a question about dominance and recessiveness is asked.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

Decide if a described investigation is a fair test, and explain the decision. Assessment focus: identifying fair testing.

Students answer two multiple choice questions about fair testing in the context of static electricity.

Students evaluate a fair test about whether salt or sugar solution dissolves faster.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

Task: Place in order six statements about a series of food chain related events in a beech forest, and justify decisions. Assessment focus: interdependence.

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

Students compare cars from different eras. They describe how different features of modern cars make them safer. The task assesses students' understanding of how technology can make cars faster and safer.

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

Task: Answer questions about car tyres. Assessment focus: friction; air pressure.

Task: Identify colours and surfaces that keep things cool. Assessment focus: heat absorption.

For this practical task students make observations about the effect of coloured lights on different coloured objects. Students then draw some conclusions about their findings.