Science resources

Students answer three multiple-choice questions about atoms, elements, and atomic number.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

Students explain two things a baby animal needs from its mother. Students then describe how a human changes as it grows up and becomes an adult.

Task: complete two multiple choice questions. Assessment focus: respiration of marine mammals and fish.

Students view four sequential diagrams on fossilisation, and then write explanations about this process using the diagrams and their own knowledge.

Task: Answer questions about making a bike go faster. Assessment focus: friction; gearing.

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Task: Identify seasons from events described. Assessment focus: seasons.

Students answer three questions about the Hubble Space Telescope.

Task: Design a station on Mars. Assessment focus: problem solving to meet human needs in a different environment.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Data from a test of comparative strengths of different magnets is provided. Students graph the data and make a conclusion.

From a collection of familiar objects, students identify all those that can act as sources of light.

This practical task requires students to plan a method to determine which magnet is the strongest. Students carry out their plan, record results and write a conclusion.

Students answer two questions about preventing erosion and flooding by a river.

Task: Students differentiate between simple observations and inferences, and between observations that require measurement and those that do not. Assessment focus: observing scientifically.

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

Students use a diagram that shows a proposed site for a town that has a river running through it. Students identify where it would be best to collect drinking water, and how town planners could stop the town from flooding.

This task requires students to determine the best way to dissolve Milo the quickest. Students are given the opportunity to determine this by trial and error, then they are asked to write up their result and a conclusion.

Students are given some solids and liquids for this practical task. They plan how they would find out which liquids are solvents for any given solid, carry out the task, and write a conclusion.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.