Communicating in science resources

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.

Students are provided with an illustration of two different circuits. Students are required to draw the two illustrations as circuit diagrams.

Students write a story about the water cycle using a given sequence of events that take place.

Task: Answer two questions about judging model aeroplanes. Assessment focus: reading tables.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Students are provided with nutritional information on three different types of milk. Students use this information to answer a number of questions.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

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

Students match each of seven circuit symbols provided to its respective name. Then the students use the symbols to complete the simple circuit diagram as described.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.

Students classify 12 common substances as either a compound, mixture, or element.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Task: students explain links between a bird's feet and its lifestyle.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

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.

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

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

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

Task: Students use observation and a key to identify native plants. Assessment focus: Using a classification key.