Key competencies resources

Task: Complete a drawing of things found in or near an ocean, and describe relationships between them. Assessment focus: interdependence in an ocean environment.

Task: Interpret a flowchart and text to identify in what ways goats are pests. Assessment focus: identifying ways in which goats are pests and how they are controlled.

Task: Match animal pests to the harm they cause, and use information about pest control. Assessment focus: animal pests and their control.

Task: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

Students identify the correct resultant vector of two component vectors, and also identify the correct diagram of a vector that is written in column form.

Students write a report on a table of data and make recommendations from their report.

Students convert heights of a building into the percentage of the given total height, explaining how they solved some conversions. Assessment focus is on how they calculate these heights and what strategies they use.

Task: Sort cards to identify how four items of rubbish will impact on the beach, plants and animals that are found there, and humans. They then select items to remove and leave, and justify their decisions. Assessment focus: impact of materials on the environment.

This task requires students to estimate some addition problems using any appropriate method.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Task: Students draw a picture of a burning candle to show changes that occur. Assessment focus: representing the way particles behave when material undergoes temporary and permanent changes.

Task: Students apply both their knowledge of the functions of roots and information from a model to explain why care is needed when transplanting trees. Assessment focus: interpreting diagrams.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Students decide if a percentage statement is correct and explain their answer.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

In this task students decide which people are estimating and which are not, and explain their reasoning.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

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: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.