Use evidence resources

Students classify five described changes as either a chemical or a physical change.

Task: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students are required to match plant parts with their function.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Using a diagram of a crab, students explain some of the crab's adaptations.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

Students select the correct written definition of the words element, compound, and mixture.

Students are asked to identify two impending signs of a volcanic eruption and to describe four geological events that are linked to volcanic eruptions.

Students are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

Students are given a partially completed table which details materials which are used as either conductors or insulators of heat. Students complete the table by indicating whether the materials conduct or insulate heat or give an example of its use.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

Students are asked to match six everyday objects to the main energy transformation that occurs in each of these objects.

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

Students label six diagrams as an element, compound, or mixture.

Task: Demonstrate understanding of the pupil reflex of the eye, and apply this to answering questions about sunglasses safety. Extension questions probe understanding of who decides on and applies safety standards. Assessment focus: effect of UV light on the eyes and how it can be mediated by simple sunglasses technology.

Students formulate questions about glaciers and climate change to show awareness that informed opinions are based on inter-related aspects of evidence rather than individual instances.

Task: Identify from an experiment the preferred living conditions of slaters, and use a fact file to suggest reasons why. Assessment focus: interpreting results of an investigation.