Gather and interpret data resources

Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

Task: Make careful observations of a picture to decide what you can see and what you might know but can't see.

This practical requires students to place four photographs of kākāpo at different times in their life cycle in order from youngest to oldest. Students describe how the kākāpo changes from each part of the life cycle to the next. NOTE: This resource is intended to be used in colour.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

For this practical students make observations about dissolving, and plan and carry out an investigation to find out what makes sugar dissolve more quickly.

Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

Students state whether each of nine common objects are transparent or opaque.

For this practical task students record their observations as an egg is poached in water.

Task: Explain how to use the magnet to remove a drawing pin out of a glass of water without putting the magnet in the glass, touching the glass with hands, or spilling the water. Assessment focus: using knowledge of magnetism to solve a problem.

Task: Match insects to their adaptations for protection against enemies, and infer two ways stick insects are adapted for their protection against predators. Assessment focus: using observations to make suggestions about survival methods.

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.

For this practical task students create a sundial by marking observations and recording the time for each hour, and answer questions about shadows and sundials.

In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.

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: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

Students complete tables of energy use.

Students describe what makes two boats move and change direction.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

For this practical task students make observations about the effect of coloured lights on different coloured objects. Students then draw some conclusions about their findings.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

For this NEMP task students write about parts of the snail that help it survive.

Task: Predict whether given objects will float, investigate, then record and explain results. Assessment focus: flotation.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.