Science resources

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

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

Students colour in three fish according to given instructions. They then explain the advantage of this colour pattern for each fish.

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Task: Answer two questions. Assessment focus: insulation.

Task: Look for the similarities and differences in how students draw graphs to display information.

Students identify the solids, liquids, and gases in three short passages.

Students are required to show their understanding of circuits by drawing wires to link a battery to bulbs so that the bulbs will light up.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Task: Students read a pH scale to determine how it shows the increasing strength of an acid and a base solution and decide from different pH products what the effect would be on an acidic soil. Assessment focus: interpreting a pH scale.

Students use a circuit diagram to answer questions about how removing bulbs affects the other bulbs in the circuit. Assessment focus: Electrical circuits

Students are provided with a diagram that shows some ways water moves in a water cycle. Students are required to explain what is happening in three places and explain how water that falls as snow might get to the sea.

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

Task: Students play a card game to construct a waterways relationships web. Assessment focus: relationships within a waterways ecosystem.

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.

For this NEMP task students use a key to name five small animals. They answer a question about the gas animals need to survive.

Task: Read a table to answer questions about when birds are likely to visit a native garden for food. Assessment focus: interpreting a table.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

Task: Fill in a chart to identify the damage caused by various animal pests. Assessment focus: specific contextual knowledge about animal pests.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

Using a labelled flower, students select the parts which are responsible for seed formation, pollen production, and bud protection.

Students explain adaptations of kangaroos and horses to protect their young.