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Task: Answer two multiple choice questions. Assessment focus: managing variables.

Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

Task: Select cards to show how to control the variables of an investigation into the rolling distance of marbles on different surfaces. Assessment focus: controlling variables.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

This practical task requires students to record temperatures of various areas in the school and to suggest reasons why some areas are warmer or cooler than others.

In this practical task students predict, and then measure the temperature of water from a range of familiar sources.

Students investigate energy transfer by colliding marbles, explaining their observations, and what happens to the energy of the moving marble on impact.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

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

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

This practical task assesses students' ability to record and graph data, and draw conclusions, as they conduct an experiment on the rate at which an ice cube melts in different temperatures.

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.

Students explain two ways to make salt dissolve faster when in cold water.

Students draw a line from each paper type to a description of each paper's properties.

This practical task requires students to plan and carry out a fair test to find out which paper type will soak up water the best.

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.

Students complete a table for six common objects by stating the material used to make each object and a useful property of that material.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

For this practical task students complete a table of observations on nine common materials. Students then use their results to group the materials according to similar properties.

Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.