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Students identify the larger group that four animals belong the features that those groups have using images of the animals.

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

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students classify five described changes as either a chemical or a physical change.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

Students are provided with six pictures of animals. They identify those that can fly, and explain what these animals have in common.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students draw a line from each genetic term to its correct definition.

Students are required to match plant parts with their function.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

Task: Identify examples of experiencing sound. Assessment focus: sound.

Using a diagram of a crab, students explain some of the crab's adaptations.

15 names of elements and symbols are provided. Students shade in those squares where the symbol correctly matches the name.

Students answer three multiple-choice questions about atoms, elements, and atomic number.

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

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 match each planet to its correct description.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

Students are asked to identify two impending signs of a volcanic eruption and to describe four geological events that are linked to volcanic eruptions.

Students are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

Students answer three short answer questions on weather, frost, and clouds.