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On the outline provided, students colour in a rainbow. They then identify atmospheric conditions needed to see rainbows.

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.

Select which materials are transparent, opaque, or translucent. Assessment focus: vocabulary of a material property.

Students answer 2 multiple choice questions about condensation. The assessment focus is on identifying where the condensation has come from.

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.

This task assesses students' understanding of the states of matter by requiring them to draw and label diagrams of water as a solid, liquid , and gas.

Students classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

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 suggest why two girls of the same weight go down a slide at different speeds, and then identify the forces acting on the girls. The assessment focus is on the forces of gravity and friction.

Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

Students explain the differences between the terms; genotype and phenotype; and homozygous and heterozygous.

Students answer four questions on echoes and sound insulation.

Task: Select the correct reason why a bird on a power line does not get electrocuted and select pictures of danger of electrocution, justifying choice. Assessment focus: understanding of the route taken by electricity/electrocution.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

Task: Answer two questions about light shades. Assessment focus: reflection.

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

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

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

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 metal is used to make cutlery, and describe a disadvantage of plastic cutlery.

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