Investigating in science resources

This task requires students to order four photographs of the life cycle of the Paradise Duck. Students describe the changes that have occurred in each part of the lifecycle. NOTE: It is intended that this resource be used in colour.

This practical task requires students to order five photographs of the life cycle of a Harrier Hawk. Students describe the changes that have occurred in each part of the lifecycle. NOTE: This resource is intended to be used in colour.

This task requires a hyacinth bulb to be set up in a glass container. As it develops and grows students make observations.

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.

For this practical task the entire class is involved in an outside activity that looks at camouflage and warning colouration. Students then share their results and answer a number of questions.

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

Students explain how two armoured reptiles' adaptations protect them from being eaten by predators.

Task: Students use an image of an Australian lizard to explain what purpose is served by the lizard's tail looking like its head. Assessment focus: features for survival.

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: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

Students use pictures of different types of parakeets to identify distinguishing features. NOTE: This resource needs to be used in colour.

Task: Look for the similarities and differences in leaf patterns to answer questions about observations and evidence.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

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.

Task: Make careful observations of objects in a picture to assess the size of one of the objects.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

For this practical task students are given a variety of objects which they are required to make observations on by using their senses.

Students are provided with a situation where the bank on the school field is eroding. They are asked to write a plan for a tree-planting programme that would help to slow down the erosion.

For this practical task students use their knowledge about the properties of gases to explain their observations when they blow up a balloon that is inside a bottle and a balloon that is not inside a bottle.

Task: Dictate what is observed from viewing a video clip of a monarch butterfly emerging from a chrysalis (answering a specific question), and sequence some photographs in the correct order. Assessment focus: observing and describing.

Students decide on the variables that will make an experiment about boiling water a fair test. Assessment focus: Recognising multiple variables.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Students use a table of information to answer questions about descriptions of different substances.

For this practical task students investigate some features of craters, complete a table, and explain what they found out. Students then use a diagram showing some craters on the Moon to write as much information as they can about these craters.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.