Knowledge resources

Students outline four things that would need to be done to look after a garden for a month.

A diagram of the bottom row of teeth has been provided. Students draw a line from each tooth name (canine, molar, and incisor) to an example of that tooth type in the diagram. Students then fill in a table where they explain what each tooth type does.

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

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

Students draw a line from the type of bee to the bee's job in the hive.

Students answer three multiple-choice questions on the function of the lungs, heart, and kidneys.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

Students indicate the links between different examples of vertebrate animals and their classification features by shading the correct links on the diagram provided.

Students are asked to identify the larger group that each of the following animals belongs to: turtle; swan; lizard; deer; frog; and rabbit. An example has been given to model this task.

Task: answer two questions about features of bats. Assessment focus: classification.

Task: Select whether statements about the Moon are true or false. Assessment focus: the Moon.

Students follow a story about searching for gold on an island. In the process they answer five questions about landforms.

Students are provided with a diagram of a rocket showing the different stages. Students use this to answer four questions.

Students answer one multiple-choice question about how the mass of a burning object changes.

This task requires students to give three ways of keeping a sandwich fresh for lunch.

Task: Identify which actions would make it easier to attract a paper clip. Assessment focus: magnetism.

Task: Complete two sentences. Assessment focus: definitions of permanent and temporary change.

Students are given two equations describing the burning of petrol. Students identify each as either complete or incomplete combustion and then describe two disadvantages of incomplete combustion.

Task: Decide whether described situations are examples of melting or dissolving, provide further examples, and describe what happens when something melts, and when something dissolves. Assessment focus: definitions of melting and dissolving.

Students explain why the metal where some lemon juice had been spilt appears shiny.

Students answer two multiple-choice questions on pH.

Students decide if a statement is correct and then give a reason for their answer. Assessment focus: Using science ideas to explain a view.

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

Students state if each of four jars containing different substances would sink or float.

Students explain two things a baby animal needs from its mother. Students then describe how a human changes as it grows up and becomes an adult.