Science resources

Students are given a diagram of a fly and are asked to give three reasons why this animal is not a spider.

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

Task: sort pictures into specified groups and identify features that are common to each group. Assessment focus: classification of insects/non-insects.

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.

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

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.

In this NEMP task students look at photos to describe similar and different environmental features of the moon, the Earth, Mars and the sun. Assessment focus: The solar system. In the original NEMP task the assessor gave oral instructions, read the questions and wrote the answers for each student.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

Students draw a line from each genetic term to its correct definition.

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

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

Explain how to test if a solution is an acid or not, and describe and explain what happens if rusty nails are put in an acid. Assessment focus: acid reactions.