Science resources

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.

For this task students are provided with a diagram of a landslip and an example of a possible cause of this. Students are required to list four other possible causes of landslips.

Students answer two multiple-choice questions about lightning and determine how far away a thunderstorm is by doing a calculation.

Students are required to identify two major weather features linked to cyclones and three examples of damage they can cause.

Task: Answer three questions. Assessment focus: condensation.

Students place in order, four diagrams showing the steps for making copper sulphate crystals.

Task: Students draw a fruit tree for each season of the year. Assessment focus: Seasonal changes of fruit trees.

Students cut out four drawings of different stages of a frog's life cycle. They place these in order, and then explain how the frog has changed.

Students answer two multiple-choice questions that look at the life cycle of butterflies and frogs.

Students explain the terms endangered and extinct. Students give two examples of animals that are endangered and give reasons for why these animal numbers have declined.

Students explain three ways native birds could be affected if a stand of native bush found on farmland was removed.

Students explain what the effects of draining a pond would have on the ducks and reeds that live there.

Students outline four things that would need to be done to look after a garden for a month.

Students are provided with a picture of a New Zealand native bird. Students select a word from a given list to name each of these bird parts. Students are then required to explain why the bird needs each of these named parts.

Diagrams of four different vertebrate tails are illustrated. Students are required to name an animal that has each type of tail, and then explain how the animal uses this type of tail.

A diagram of the bottom row of teeth has been provided. Students draw a line from each tooth name (canine, molar, and incisor) to an example of that tooth type in the diagram. Students then fill in a table where they explain what each tooth type does.

Students draw a line from each body part illustrated (lungs, heart, brain, intestines, stomach, liver) to the correct box in the body to show where the body part is actually located.

For this task students are asked to draw the eyes, fins, gills, and mouth onto an outline of a fish. Students then explain the function of each of these parts of the fish (including scales and the tail).

For this practical task students cut out descriptions of body part functions and match these to the various labelled parts of a human.

For this practical task, students cut out descriptions of body part functions, and match these to the various labelled parts of a dog.

Students draw a line from the type of bee to the bee's job in the hive.

Students answer three multiple-choice questions on the function of the lungs, heart, and kidneys.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

Students indicate the links between different examples of vertebrate animals and their classification features by shading the correct links on the diagram provided.

Students are asked to identify the larger group that each of the following animals belongs to: turtle; swan; lizard; deer; frog; and rabbit. An example has been given to model this task.