Gather and interpret data resources

Task: Students use recent information obtained from space exploration to show how and why beliefs have changed over time. Assessment focus: interpreting information about the provisional nature of science.

Students are required to write down some relevant questions about the Moon's surface that they would ask an astronaut who has just returned to the Earth from the Moon.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

Students are provided with information and data on different makes of soccer balls. Students answer questions on fair testing, and write conclusions from the given data.

Task: Answer two multiple choice questions. Assessment focus: managing variables.

Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

This practical task requires students to record temperatures of various areas in the school and to suggest reasons why some areas are warmer or cooler than others.

Students investigate energy transfer by colliding marbles, explaining their observations, and what happens to the energy of the moving marble on impact.

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

This practical task assesses students' ability to record and graph data, and draw conclusions, as they conduct an experiment on the rate at which an ice cube melts in different temperatures.

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.

Students explain two ways to make salt dissolve faster when in cold water.

This practical task requires students to plan and carry out a fair test to find out which paper type will soak up water the best.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Students complete a table for six common objects by stating the material used to make each object and a useful property of that material.

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

For this practical task students complete a table of observations on nine common materials. Students then use their results to group the materials according to similar properties.

Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

For this practical task students are given a variety of objects which they are required to make observations on by using their senses.

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.