Use evidence 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.

Task: identify features of a spider. Assessment focus: classification of spider.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

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: students investigate the rolling distance of marbles on different surfaces. Assessment focus: processing information to answer a question.

Task: Select which picture correctly shows an ice cube in a glass of water and select correct explanation. Assessment focus: density of ice.

Students are asked to give a useful property for each of four materials used in different situations.

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 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.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

Task: students answer questions about features of the fennec fox. Assessment focus: adaptations.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

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.

Task: Students give oral explanations about how the features of a wētā or a mallard duck help it survive in its environment. Peer assessment sheets are included. Assessment focus: structure and function.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

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

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

Students interpret a table of data in order to answer four questions on the properties of five different types of paper.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

Task: Identify the features of three animals, name their classification group, and answer two questions comparing features of the groups. Assessment focus: classification of animals.