Refine Current Search

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

Students are required to match plant parts with their function.

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.

Task: Students draw a labelled diagram of a plant indicating how it gets its energy. Assessment focus: photosynthesis.

Task: Read a table to answer questions about when birds are likely to visit a native garden for food. Assessment focus: interpreting a table.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

Task: Students give oral explanations about how the features of a weta or a mallard duck help it survive in its environment. Peer assessment sheets are included. Assessment focus: structure and function.

Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.

For this practical task students investigate water (and dye) movement in a plant when the stem of a daisy is cut lengthwise into three sections. Students record their observations and then explain their results in a scientific way. Key words have been provided.

Students are provided with some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.

Students list four things that wouldn't work and the problems this would cause if there was a power cut to their home.

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

This resource has four multiple-choice questions about photosynthesis.

Students explain the function of the veins, waxy layer of the upper surface of the leaf, how the shape of the leaf traps light energy and why the upper surface of the leaf is a darker green than the lower surface.

Students answer short questions to show their knowledge of heat transfer through metal and plastic spoons.

For this practical task, students cut out descriptions of body part functions, and match these to the various labelled parts of a dog.

Students write down three features of plastic that makes it useful in the home.

Task: Use information from pictures and background knowledge to complete a chart. Assessment focus: the purpose of the special features of some animals' tongues.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

Students are provided with nutritional information on three different types of milk. Students use this information to answer a number of questions.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.

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.

Students read some notes about kakapo, and answer questions on how the kakapo is distinct from other parrots, and why these birds are endangered.

Students are provided with a graph of lizard numbers on an island. They answer three questions about this graph.

Students explain what the effects of draining a pond would have on the ducks and reeds that live there.