Interpret representations resources

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Students use a diagram that shows a food web to answer five questions about the information within the food web.

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Students interpret distance-time graphs for a number of scenarios.

Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

Students match each of seven circuit symbols provided to its respective name. Then the students use the symbols to complete the simple circuit diagram as described.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

This task assesses student ability to find the text features of a science report about moa.

Students use information on the properties of five different drinks in order to place them correctly into a key.

Task: Select the most suitable thermometer to use for different purposes and answer two questions about scale. Assessment focus: making measurement decisions.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

This resource requires students to construct a graph on data for temperature and depth below the Earth's crust. Students then answer four questions about this.

On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.

Task: Answer 2 multiple choice questions about how we would see Moon from Earth if its orbit changed. Assessment focus: relationship of Sun, Earth, and Moon.

Task: Match vocabulary and definitions, and select why these terms are useful to know when thinking about butterflies at risk. Assessment focus: understanding science texts.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.