Science resources

This task assesses student ability to find the text features of an explanation of a scientific idea.

This practical task assesses students' ability to identify the features of four invertebrate groups using labels and animal cards.

Task: Match terms with definition. Assessment focus: science vocabulary.

Task: Answer six true or false questions. Assessment focus: Definitions of genetic terms.

Students place five statements in order to show how sound travels from its source to the brain.

Task: Give examples of described energy transformations, and name energy transformations involved with named objects.

Task: Select the corect term for stored energy, identify the type of stored energy of three examples, and describe energy transformations. Assessment focus: potential energy.

Students investigate magnetic repulsion using two magnets and pieces of iron. They are assessed on their understanding of like poles repelling.

Students name the force that delivers water to households from a water tower and then explain advantages and disadvantages of a wind-powered pump compared to a petrol-powered pump.

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

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

This task assesses student ability to find the text features of a science report about moa.

Task: Students classify each of six drawn whales as either toothed or baleen whales. They then divide each group further by using a key. Assessment focus: Interpreting representations.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: Interpreting representations - classification keys.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Students first do the science activity Throwing balloons 3 or Throwing balloons 4 where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this resource's writing task where they describe the balloon and what happens when it is thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Students are asked one multiple-choice and one short answer question about fair testing.

Students are provided with six pictures of animals. They identify those that can fly, and explain what these animals have in common.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

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

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

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.