Use evidence resources

Students answer questions about conditions necessary for germination, seed dispersal, and parts of a flower. Assessment focus: plant reproduction.

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.

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

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

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.

Task: Complete a drawing of things found on a dairy farm, and describe relationships between them. Assessment focus: interdependence in a dairy farm environment.

Task: Complete a drawing of things found in a garden, and describe relationships between them. Assessment focus: interdependence in a garden.

Task: Complete a drawing of things found in and near a flax bush, and describe relationships between them. Assessment focus: interdependence in a flax bush environment.

Task: Complete a drawing of things found in an area of native bush and describe relationships between them. Assessment focus: interdependence in a native bush environment.

Task: Complete a drawing of things found in or near an ocean, and describe relationships between them. Assessment focus: interdependence in an ocean environment.

Task: Interpret a flowchart and text to identify in what ways goats are pests. Assessment focus: identifying ways in which goats are pests and how they are controlled.

Task: Students read a short written text to explain how the special features of wild ginger help it survive. Assessment focus: explanation of wild ginger's special features and why it is a pest plant.

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

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