Science resources

Students suggest why two girls of the same weight go down a slide at different speeds, and then identify the forces acting on the girls. The assessment focus is on the forces of gravity and friction.

Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

Task: Match definitions to terms about light rays. Assessment focus: scientific vocabulary.

Students explain the differences between the terms; genotype and phenotype; and homozygous and heterozygous.

Students answer four questions on echoes and sound insulation.

Task: Select the correct reason why a bird on a power line does not get electrocuted and select pictures of danger of electrocution, justifying choice. Assessment focus: understanding of the route taken by electricity/electrocution.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

Task: Answer two questions about light shades. Assessment focus: reflection.

Students are asked to explain the meaning of the terms, recycle, reduce, and reuse.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

Students match photographs of bird beaks to the correct beak description and type of food it would eat.

Students write down three reasons why aluminium could be a good material for house frames instead of wood.

Students explain why metal is used to make cutlery, and describe a disadvantage of plastic cutlery.

Students explain why most of a saucepan is made of metal but has a handle made of wood.

Students list four properties of copper metal and state if each property is physical or chemical. Students then explain how copper sulfate solution can be separated.

Students are given some information about what to do when whales are stranded on our beaches. They answer three questions using this information to help them.

Task: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.

Students are asked three multiple-choice questions that relate to tides, the full moon and a solar eclipse.

Students match the names of five animal pests to notes on each of these pests.

Students answer questions about the size of a balloon as the air temperature changes. The resource assesses students' understanding of the effect of temperature on gases.

Students read about the adaptations of a fictitious dinosaur, and then draw and colour in a picture of a dinosaur that illustrates these adaptations.

Task: Answer two questions. Assessment focus: insulation.

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.