Science resources

Students draw two wires to complete a simple circuit diagram from a battery to a bulb so that it shines.

Students are given pictures of four different ways time can be measured (sundial, hourglass, candle with lines, clock). Students then explain how each can be used to measure time.

Task: Students use recent information obtained from space exploration to show how and why beliefs have changed over time. Assessment focus: interpreting information about the provisional nature of science.

Students are provided with a newspaper article titled 'Gentle quake the latest in swarm' and use this to answer three questions.

Task: Answer questions about energy transformations of a yoyo. Assessment focus: energy transformations.

Students answer questions about energy transformation.

Task: Describe how energy is transformed in three situations. Assessment focus: energy transformation.

Students classify the type of energy used in seven given examples as being either potential energy, kinetic energy, or radiant energy.

Task: Complete a diagram to show where two people will sit on a seesaw to balance it, and explain answer.

Students are required to write down some relevant questions about the Moon's surface that they would ask an astronaut who has just returned to the Earth from the Moon.

Assessment focus: insulation.

For this practical task students create a sundial by marking observations and recording the time for each hour, and answer questions about shadows and sundials.

Task: Answer a multiple choice question. Assessment focus: displacement.

Task: Answer questions about eggs put into water of different densities. Assessment focus: density.

Task: Identify how to balance a ruler and give a reason for the answer. Assessment focus: balance.

On the outline provided, students colour in a rainbow. They then identify atmospheric conditions needed to see rainbows.

Task: Select which stirrer would feel hottest and explain why, and in which container soup would cool fastest, and explain why. Assessment focus: heat conduction.

Select which materials are transparent, opaque, or translucent. Assessment focus: vocabulary of a material property.

Students answer 2 multiple choice questions about condensation. The assessment focus is on identifying where the condensation has come from.

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.

This task assesses students' understanding of the states of matter by requiring them to draw and label diagrams of water as a solid, liquid , and gas.

Students classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Task: Match items to the correct temperature. Assessment focus: temperature.

Task: identify features of a spider. Assessment focus: classification of spider.