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For this task students look at a diagram showing household electrical wires and then answer some questions about these.

Students list four things that wouldn't work and the problems this would cause if there was a power cut to their home.

Students are given pictures of four different ways time can be measured (sundial, hourglass, candle with lines, clock). Students then explain how each can be used to measure time.

Task: Students use recent information obtained from space exploration to show how and why beliefs have changed over time. Assessment focus: interpreting information about the provisional nature of science.

Students are required to write down some relevant questions about the Moon's surface that they would ask an astronaut who has just returned to the Earth from the Moon.

Task: Select which stirrer would feel hottest and explain why, and in which container soup would cool fastest, and explain why. Assessment focus: heat conduction.

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.

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: Match items to the correct temperature. Assessment focus: temperature.

Task: identify features of a spider. Assessment focus: classification of spider.

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

Students match photographs of bird beaks to the correct beak description and type of food it would eat.

Students write down three reasons why aluminium could be a good material for house frames instead of wood.

Students explain why most of a saucepan is made of metal but has a handle made of wood.

Students are given some information about what to do when whales are stranded on our beaches. They answer three questions using this information to help them.

Task: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.

Students match the names of five animal pests to notes on each of these pests.

Students are required to show their understanding of circuits by drawing wires to link a battery to bulbs so that the bulbs will light up.

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

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.

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.

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

Task: Complete a graph from data in a table, and answer two questions. Assessment focus: speed and stopping.