Investigating in science resources

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

For this task students are provided with photographs of four different types of weta. Students are asked to give two features that weta have in common with each other and to give two features that show weta belong to the group insects.

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

Students explain the terms physical and chemical change. Then they read a passage of text and identify the six changes that have occurred and state if each change is a physical or a chemical change.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

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.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

This practical task requires students to make observations and draw diagrams about diffusion that occurs when food colouring is added to water.

Task: select a card to show how to control the variables of an investigation into the rolling distance of marbles on different surfaces. Assessment focus: controlling variables.

Task: Use a diagram to answer questions about seasons and day and night. Assessment focus: relationship of Sun and Earth.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

Students select the correct written definition of the words element, compound, and mixture.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

This practical task requires students to test a number of circuits and to give reasons why some of the circuits do not work while others do. Students also look at other circuits and explain what happens to the brightness of the bulb.

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.

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

This practical task has two parts. The first part of this practical requires students to observe the effects of different indicators on different substances. Students use these results to identify if some other substances are acid, alkali, or neutral.

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.

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

This practical task consists of two parts. Students test various substances with hydrochloric acid, iodine solution, and universal indicator, and then complete a table with their observations. The second part requires students to identify four unknown solids using their tests and results from part one.

Task: Identify the variables for testing how fresh water and salt water affect rusting. Assessment focus: planning a fair test.

Students indicate for each of six different variables those that need to be kept the same for an investigation about dissolving different types of sugar.

Students use a table of information on melting points and boiling points of six different substances to answer questions about states of matter.

The liquid range for four common substances has been provided. Students use this to answer questions about melting point, boiling point, and state.