| Code |
Code |
Contextual
Strand |
Level |
Resource
Type |
Description
/ Keywords |
| MW5142 |
Communicating in science |
Material world |
3/4/5 |
bcr |
Baked Alaska
Task: 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.
Keywords (chemistry and society; insulation; heat; analogies; diagrams; interpreting diagrams)
Publication date (10/08/2010) |
| PW3043 |
Understanding about science |
Physical world |
2 |
Prac |
Ideas about rolling
Task: Choose which toy vehicle will roll further, and explain why. The two vehicles are set up under different conditions (ramps at different slopes, rolling onto different surfaces at the bottom). Assessment focus: science explanations using ideas about forces and energy.
Keywords (physics concepts; forces, energy, motion; explanations; oral assessment;)
Publication date (25/08/2010) |
| PW3042 |
Understanding about science |
Physical world |
3/4/5 |
lcr |
Ideas about forces and energy
Task: Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.
Keywords (physical concepts; forces; energy; friction; group assessment)
Publication date (30/08/2010) |
| PW3040 |
Communicating in science |
Physical world |
3/4/5 |
bcr |
Lighting
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.
Keywords (physics concepts; energy; electricity; light; heat; table interpretation;)
Publication date (10/08/2010) |
| PW3039 |
Communicating in science |
Physical world |
2 |
bcr |
Lighting Shane's bedroom
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.
Keywords (physics concepts; energy; electricity; light; heat; table interpretation;)
Publication date (10/08/2010) |
| LW0521 |
Investigating in science |
Living world |
2 |
bcr |
Insect protection
Task: Match insects to their adaptations for protection against enemies, and infer two ways stick insects are adapted for their protection against predators. Assessment focus: using observations to make suggestions about survival methods.
Keywords (ecology; adaptation; survival; camouflage; colouration; insects; butterflies; moths; stick insects; monarch butterflies; gum emperor moths; cabbage tree moths; green planthoppers; observation; inference;)
Publication date (10/06/2010) |
| PW3038 |
Investigating in science |
Physical world |
5 |
lcr |
Bendy ruler
Task: Decide if a described investigation is a fair test, and explain the decision. Assessment focus: identifying fair testing.
Keywords (physical inquiry; forces; fair testing;)
Publication date (10/06/2010) |
| LW2072 |
Communicating in science |
Living world |
4 |
Prac |
Moa
This task assesses student ability to find the text features of a science report about moa. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank (WL2653).
Keywords (ecology; science reports; ESOL; key competencies; National Standards;)
Publication date (11/06/2010) |
| LW2071 |
Communicating in science |
Living world |
4 |
Prac |
Variable Oystercatchers
This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank (WL2654).
Keywords (ecology; science reports; ESOL; key competencies; National Standards;)
Publication date (11/06/2010) |
| MW5141 |
Communicating in science |
Material world |
4 |
Prac |
Changes of state
This task assesses student ability to find the text features of an explanation of a scientific idea. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank (WL2655).
Keywords (Change; scientific explanations; vocabulary; ESOL; key competencies; National Standards;)
Publication date (01/06/2010) |
| LW0051 |
Understanding about science |
Living world |
3/4 |
lcr |
What makes a reptile a reptile?
Task: Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.
Keywords (evolution; classification; animals; reptiles; key competencies;)
Publication date (04/03/2010)
|
| MW6346 |
Communicating in science |
Material world |
3/4/5 |
- |
Melting and dissolving
Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.
Keywords (changes of matter; structure of matter; particle theory; physical change; melting; dissolving; key competencies; peer assessment;)
Publication date (26/02/2010) |
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