Knowledge resources

Task: Identify seasons from events described. Assessment focus: seasons.

Students answer three questions about the Hubble Space Telescope.

From a collection of familiar objects, students identify all those that can act as sources of light.

Students answer two questions about preventing erosion and flooding by a river.

Students answer three questions about air pressure in balloons, why helium balloons float, and why a popped balloon makes a noise.

Task: Describe what happens to water on black plastic and explain why. Assessment focus: effect of colour on heat retention.

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

From a key of terms (heat, kinetic, light, potential and sound), students select the word which describes some common examples of energy change.

Students are asked to match six everyday objects to the main energy transformation that occurs in each of these objects.

For this task students look at a diagram showing household electrical wires and then answer some questions about these.

Students select from four pictures of laden trucks which is least likely to roll over when cornering, and explain their predictions. This resource assesses students' understanding of centre of gravity.

Students explain how the parts of a torch help it work.

Students are given some information about simple machines, and are asked to label the effort, load, and pivot on three examples of simple machines.

Students list four things that wouldn't work and the problems this would cause if there was a power cut to their home.

Students draw two wires to complete a simple circuit diagram from a battery to a bulb so that it shines.

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

Students match each plant diagram to a description that matches the adaptation for each particular plant. They then explain two of their answers.

Task: Identify examples of experiencing sound. Assessment focus: sound.

Students are provided with a newspaper article titled 'Gentle quake the latest in swarm' and use this to answer three questions.

This practical task assesses students' ability to identify the larger animal group that four vertebrate animals belong to and then identify the features that those groups have using labels.

Task: Answer questions about energy transformations of a yoyo. Assessment focus: energy transformations.

Students answer questions about energy transformation.

Task: Describe how energy is transformed in three situations. Assessment focus: energy transformation.

Students classify the type of energy used in seven given examples as being either potential energy, kinetic energy, or radiant energy.

Task: Complete a diagram to show where two people will sit on a seesaw to balance it, and explain answer.