Use evidence resources

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

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.

Task: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Students explain the terms physical and chemical change. Then they read a passage of text and identify the six changes that have occurred and state if each change is a physical or a chemical change.

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.

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

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.