Use evidence resources

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 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.

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 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.

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.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

This resource has four multiple-choice questions about photosynthesis.

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

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.

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

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Task: Decide what information can or cannot be inferred from food chain diagrams. Assessment focus: reading food chains

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: 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.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.

Task: Identify how features/adaptations of a starfish help it survive, and decide whether the amount of evidence from scientists' observations supports or does not support their theory/inference. Assessment focus: using observations as evidence to inform theories.

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.