Use evidence resources

Task: circle the animals that are birds, then write two ways to tell they are birds. Assessment focus: classification.

Students are given four pictures, and are asked to draw a circle around the picture that is not a bird, and then give a reason for their choice. Similarly, they circle animals that are not mammals, fish, and molluscs.

Task: Make careful observations of objects in a picture to assess the size of one of the objects.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

In this practical students are first required to identify as many uses of paper they can think of. Then, using samples of different paper types, they identify particular uses for that type of paper and reasons why the paper is used for this purpose.

This practical task requires students to plan a method to determine which magnet is the strongest. Students carry out their plan, record results and write a conclusion.

Students compare cars from different eras. They describe how different features of modern cars make them safer. The task assesses students' understanding of how technology can make cars faster and safer.

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

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 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.

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.

Students name things that are protected by paint. Students also explain why metal needs protecting.

Students identify three different places where food can be put to keep it cool. Students also explain why keeping food cool is beneficial.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

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

Task: Use information about differences between moths and butterflies to decide which category examples belong to, and identify what evidence was used. Assessment focus: observation, using evidence.

For this NEMP task students write about the parts of a praying mantis that help it survives.

This task requires students to draw in what the pattern on a bicycle wheel would look like after it has made clockwise and anticlockwise turns.

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

This NEMP task assesses knowledge about plants and animals.