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Students complete the wording for an advertisement about recycling. They need to complete sections on why, what, and how we recycle.

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.

Students list advantages and disadvantages of recycling. The assessment focuses on students' ability to identify impacts on the environment and its inhabitants (including people).

Task: Answer questions about recycling aluminium by interpreting a fact file. Assessment focus: Recycling.

Task: Match recycled materials to their possible uses, and justify reasons for recycling. Assessment focus: reasons for recycling.

Students explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

Students are asked to explain the meaning of the terms, recycle, reduce, and reuse.

A story about getting rid of family junk is the context for this task. Students find evidence to make inferences about the characters. SJ-1-4-1998. Text not provided.

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

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

Students are asked to give a useful property for each of four materials used in different situations.

Students use a list that has some properties of glass to help them answer four questions about glass use.

Students present an instructive speech to the class or small group. Some topics are provided as examples and scoring guides for teachers are attached.

Task: Students fill in a chart to select the best material for making 6 objects, and give reasons for their answers. Assessment focus: properties of materials related to use.

This task assesses a formal debate. A list of general topics is provided. For topics on school and teenage life, see resources Debating I and Debating II. ARB scoring guides D, E and F are suitable for this task.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

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

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

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: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.