Students create simple then compound sentences to go with a photo, using simple conjunctions to join sentences. A peer sharing task completes the resource.
Students complete a cloze passage with 28 blanks about a rugby game. A scoring guide with replacement words/synonyms and guidelines for interpretation are included. SJ-1-2-1998. Text provided.
Students complete a cloze passage on the antics of an escaped otter. Students use their vocabulary and knowledge of grammar to create well-formed sentences. SJ-2-2-2000. Text provided.
Students read a poem, retrieve information, and then use this information to make inferences. The text used is shown into the resource. It can also be located in School Journal, Part 2, No. 1, 1999. SJ-2-1-1999. Text provided.
Students read a story about a girl's first night in Samoa. Then they decide whether some statements are true or false and give evidence from the text to back up their responses. There is a link to the text used in the "Using this Resource" tab. SJ-1-1-1996. Text provided.
Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.
Students look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.
In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.
Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.
Students first do the science activity Throwing balloons 3 or Throwing balloons 4 where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this resource's writing task where they describe the balloon and what happens when it is thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.
Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.
Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.
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: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.
Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.