Science resources

Task: Answer two multiple choice questions. Assessment focus: managing variables.

Task: Answer questions about levers. Assessment focus: levers.

Task: Use displacement to measure volume. Assessment focus: displacement.

Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

Students read a passage about a proposed fair test and then list four variables that need to be controlled.

Task: Select cards to show how to control the variables of an investigation into the rolling distance of marbles on different surfaces. Assessment focus: controlling variables.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

This practical task requires students to record temperatures of various areas in the school and to suggest reasons why some areas are warmer or cooler than others.

In this practical task students predict, and then measure the temperature of water from a range of familiar sources.

Task: Explain how to use the magnet to remove a drawing pin out of a glass of water without putting the magnet in the glass, touching the glass with hands, or spilling the water. Assessment focus: using knowledge of magnetism to solve a problem.

Task: Make a sound gun and use it to investigate what happens to a candle when the end of the sound gun is tapped. Assessment focus: sound waves.

Task: Students answer questions about what will make mountain bike riders go faster. Assessment focus: Air resistance.

Students describe the images seen in flat and convex mirrors.

Students investigate energy transfer by colliding marbles, explaining their observations, and what happens to the energy of the moving marble on impact.

Choose which toy vehicle will roll further, and explain why. The two vehicles are set up under different conditions (ramps at different slopes, rolling onto different surfaces at the bottom). Assessment focus: science explanations using ideas about forces and energy.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

Students predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

Students carry out a simple experiment with static electricity and then explain their findings.

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

Task: read an article about releasing hand-reared kaka into a safe environment and answer questions about the research. Assessment focus: field investigations.

Students are asked to explain why the Southern Cross appears not to be in the same place in the night sky that it was a few months previously.

Task: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

This task requires students to develop questions about their local geology and name possible information sources.

Students write a story about the water cycle using a given sequence of events that take place.