Sequencing resources

Task: Order wheels according to technological development, then answer questions about advantages and disadvantages of different wheels. Assessment focus: how wheels work.

Students are provided with a sequence of diagrams showing the erosion of a waterfall by a river over time. Students complete diagrams for two other waterfall erosion sequences. Each waterfall has different combinations of layers of soft and hard rocks.

Students place in order, four diagrams showing the steps for making copper sulphate crystals.

This task requires students to order four photographs of the life cycle of the Paradise Duck. Students describe the changes that have occurred in each part of the lifecycle. NOTE: It is intended that this resource be used in colour.

This practical task requires students to order five photographs of the life cycle of a Harrier Hawk. Students describe the changes that have occurred in each part of the lifecycle. NOTE: This resource is intended to be used in colour.

Students are required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.

For this practical task students are assessed on their understanding of the life cycle of a butterfly by putting pictures (of eggs, caterpillar, pupa, emerging butterfly, and butterfly) into the correct sequential order and answering some questions.

Students cut out four drawings of different stages of a frog's life cycle. They place these in order, and then explain how the frog has changed.

Task: Students place in order four beakers of copper sulphate solution from most to least concentrated. They then explain what would happen if two beakers were put together, and explain the term "concentration". Assessment focus: solutions.

This practical task requires students to sort some common items from hardest to softest. Students then explain a test that they used to help determine this.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Students interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

This NEMP task requires students to write a story book for a young person using a sequence of pictures.

Students place photos of a canoe trip in order, then use them to write a narrative with a beginning, middle and end.

Task: Place in order six statements about a series of food chain related events in a beech forest, and justify decisions. Assessment focus: interdependence.

Students select answers that demonstrate their understanding of alphabetical order.

This practical requires students to place four photographs of kākāpo at different times in their life cycle in order from youngest to oldest. Students describe how the kākāpo changes from each part of the life cycle to the next. NOTE: This resource is intended to be used in colour.

This resource assesses students' understanding of erosion. Students order a set of diagrams showing the process of erosion in a river and write an explanation of how cliff erosion occurs by the sea.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

Students select answers that demonstrate their understanding of alphabetical order.

Students order a set of student's weights from lightest to heaviest and identify the three students needed to equal a given weight total.

Students place photos in order, then use them to write a narrative with a beginning, middle, and end.

Students are given diagrams of an experiment on photosynthesis using pond weed. Students are asked to put the diagrams of the experiment into the correct order, to give an aim, identify the gas produced, name the process in plants that produces this gas, and to write a conclusion for the experiment.

Students read about cooking food in hot pools to answer inference questions. SJ-1-5-1992. Text provided.

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