Use evidence resources

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

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: 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: 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.

Task: Make careful observations of objects in a picture to assess the size of one of the objects.

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

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

Students answer three questions about data contained in pie graphs about the food wild cats eat.

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

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

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

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

Students answer three questions about information found on a bottle of bleach.

Task: Students use a labelled diagram of a pitcher plant to answer questions about survival. Assessment focus: features for survival.

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.

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

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 answer three short answer questions on weather, frost, and clouds.

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.

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.

Task: Answer questions about what happens to the light form a torch. Assessment focus: light.

Task: Answer a multiple choice questions about what would be seen on earth if a meteor hit the moon, and explain why that answer is correct. Assessment focus: how sound and light travel.

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.