Science resources

For this classification task students identify from pictures all the animals that are mammals.

Students are given eight pictures of animals and are asked to identify which of these are mammals. Students are also asked to give two features of mammals.

Students are provided with seven drawings of different animals and are asked to draw circles around those that are insects. Two features of insects are also required.

Students draw a line from each of the named animals to a feature of this animal.

Task: answer two questions about features of bats. Assessment focus: classification.

Task: Identify the features of three animals, name their classification group, and answer two questions comparing features of the groups. Assessment focus: classification of animals.

Select from multiple choice options. Assessment focus: classification features of insects and mammals.

Task: compare features of sea mammals and fish, and describe two features of mammals. Assessment focus: classification of fish and mammals.

Task: group pictures of animals under headings. Assessment focus: classification of mammals, birds, and insects.

Task: Select whether statements about the Moon are true or false. Assessment focus: the Moon.

Students are provided with a situation where the bank on the school field is eroding. They are asked to write a plan for a tree-planting programme that would help to slow down the erosion.

Students classify a range of animals as mammals, birds, or fish.

Students follow a story about searching for gold on an island. In the process they answer five questions about landforms.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

Task: sort cards into groups. Assessment focus: classification

This practical task assesses students' ability to identify the larger group that four animals belong to and then to identify the features that those groups have using animal cards and labels.

Students identify the larger group that four animals belong the features that those groups have using images of the animals.

Students use a table of information to answer questions about descriptions of different substances.

Task: Students draw a picture of a burning candle to show changes that occur. Assessment focus: representing the way particles behave when material undergoes temporary and permanent changes.

Task: sort cards and answer questions orally. Assessment focus: classification of animals.

Students are provided with a diagram of a rocket showing the different stages. Students use this to answer four questions.

Students answer one multiple-choice question about how the mass of a burning object changes.

Students select the most appropriate method that could be used to separate five different mixtures.

15 names of elements and symbols are provided. Students shade in those squares where the symbol correctly matches the name.

This task requires students to give three ways of keeping a sandwich fresh for lunch.