Understanding about science resources

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

Task: Match cards to show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students answer two multichoice questions giving explanations for their choice and two short answer questions.

Students are provided with a diagram of a thermometer and they answer questions on its use, how it works, and then read the temperatures from four thermometers.

Task: Answer questions about the relationship between mass and stretch. Assessment focus: graph interpretation.

Students use two diagrams of the night sky to answer a multiple-choice question on each.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

Students use a table about properties of different materials to answer questions about this, and to group the materials listed into two groups.

Task: Place in order six statements about a series of food chain related events in a beech forest, and justify decisions. Assessment focus: interdependence.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Students are given a partially completed table which details materials which are used as either conductors or insulators of heat. Students complete the table by indicating whether the materials conduct or insulate heat or give an example of its use.

For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland. Students are required to identify and use their own knowledge to indicate the evidence which indicates that these landmasses were once joined together.

Students are given the definitions for permanent and temporary change. The students then give two examples from the kitchen of each type of change.

Students use a list that has some properties of glass to help them answer four questions about glass use.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students answer three questions about information found on a bottle of bleach.

Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.

Students are given a diagram and information on the ratios of black- to grey-coated possums. Students answer questions relating to this information as well as identifying a method that could be used to determine the percentage of each coat colour.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Students read some notes about kākāpō, and answer questions on how the kākāpō is distinct from other parrots, and why these birds are endangered.

Students are provided with four diagrams of different types of fossils. Students are asked to explain the type of information each of these fossils could provide.

Students are provided with a narrative of two children who have gone back to the past at a time when dinosaurs existed. Students have a number of questions to answer during the narrative.

Task: Use pictures to identify special features of various fish and make predictions as to likely habitats based on these features. Assessment focus: purpose of adaptation in fish.

Notes on reproduction in some animals have been provided, and students are asked to give reasons for the different processes.

Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.