Use evidence resources

This practical task requires students to use a plastic comb and wool to generate static electricity. Students investigate different materials to find those that are attracted to the static charge.

Students use diagrams of rock layers to answer questions concerning geological history, oldest layer, and to account for the presence of fossils.

Students complete a table by explaining how 3 different seed types are able to be dispersed.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

Task: Answer questions about the fire triangle. Assessment focus: elements necessary for combustion.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Students answer three multiple-choice questions about fossils and how they are formed.

Task: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.

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 select which type of sugar would dissolve fastest and explain why.

This task consists of two multiple-choice questions on humidity.

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

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

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.

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: Predict, observe, and explain where a piece of wood floats in a container of water and oil. Assessment focus: flotation related to density; explaining predictions.

Task: Predict which of three balls dropped from different heights will squash most, explain why, and design an investigation to test prediction. Assessment focus: acceleration and fair testing.

Task: Match statements about materials that sound travels through, with corresponding science idea. Assessment focus: choosing evidence to support a science idea.

Task: Answer questions about recycling aluminium by interpreting a fact file. Assessment focus: Recycling.

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

Task: Identify colours and surfaces that keep things cool. Assessment focus: heat absorption.

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.

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

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

This NEMP task assesses knowledge about plants and animals.