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Task: Students draw a fruit tree for each season of the year. Assessment focus: Seasonal changes of fruit trees.

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.

Students answer two multiple-choice questions that look at the life cycle of butterflies and frogs.

Students outline four things that would need to be done to look after a garden for a month.

For this practical task students cut out descriptions of body part functions and match these to the various labelled parts of a human.

For this practical task, students cut out descriptions of body part functions, and match these to the various labelled parts of a dog.

Students answer three multiple-choice questions on the function of the lungs, heart, and kidneys.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

Task: sort cards into groups. Assessment focus: classification

Task: sort cards and answer questions orally. Assessment focus: classification of animals.

Students explain two things a baby animal needs from its mother. Students then describe how a human changes as it grows up and becomes an adult.

This practical task assesses students' ability to identify the larger animal group that four vertebrate animals belong to and then identify the features that those groups have using labels.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

Students read about the adaptations of a fictitious dinosaur, and then draw and colour in a picture of a dinosaur that illustrates these adaptations.

This practical task assesses students' ability to identify the features of four invertebrate groups using labels and animal cards.

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.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

This NEMP task assesses knowledge about plants and animals.

For this NEMP task students write about parts of the snail that help it survive.

For this NEMP task students write about the parts of a praying mantis that help it survives.

Students are given four pictures, and are asked to draw a circle around the picture that is not a bird, and then give a reason for their choice. Similarly, they circle animals that are not mammals, fish, and molluscs.