Science resources

Students identify which substances undergo a permanent change when they are mixed together.

Students are given a partially completed table which details materials which are used as either conductors or insulators of heat. Students complete the table by indicating whether the materials conduct or insulate heat or give an example of its use.

Students interpret a table of data in order to answer four questions on the properties of five different types of paper.

The results of three different crosses between long-haired and short-haired rabbits have been provided. Students state, with a reason which characteristic is dominant and complete a punnet square for one of the crosses.

Task: Complete a drawing of things found in a garden, and describe relationships between them. Assessment focus: interdependence in a garden.

Students decide on the variables that will make an experiment about boiling water a fair test. Assessment focus: Recognising multiple variables.

Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

Task: Sort vertebrate animals according to given classification groups. Assessment focus: classification of animals.

Task: sort cards into groups. Assessment focus: classification

Students use a diagram showing similar and dissimilar characteristics of reptiles, birds, and mammals, to answer questions regarding these features.

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

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

Name the group various animals belong to. Assessment focus: classification.

Students explain how two armoured reptiles' adaptations protect them from being eaten by predators.

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.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

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

Students are given four pictures, and are asked to draw a circle around the picture that is not a bird, and then give a reason for their choice. Similarly, they circle animals that are not mammals, fish, and molluscs.

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.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.

Task: multiple choice questions and interpreting a diagram. Assessment focus: phases of the moon.