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Task: multiple choice questions and interpreting a diagram. Assessment focus: phases of the moon.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

Students are provided with a table that gives them some properties of five different materials. They answer four short answer questions that involve interpreting information from the table.

Students are given results from an investigation looking at light intensity and its effect on the rate of photosynthesis in two plants. Students are required to draw line graphs of this data and then answer a number of questions pertaining to this.

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

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.

Students are given some information about simple machines, and are asked to label the effort, load, and pivot on three examples of simple machines.

Task: Match terms with definition. Assessment focus: science vocabulary.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Students use a diagram that shows a food web to answer five questions about the information within the food web.

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

Students first do the science activity Throwing Balloons 2 (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Students are asked to match six everyday objects to the main energy transformation that occurs in each of these objects.

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

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Task: Include three given words in an explanation about how ramps work. Assessment focus: work, distance and force.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Students construct three different sized parachutes from plastic bags. They then carry out a fair test to see which sized parachute is the most effective. Students answer questions about fair tests, collect and record their results, and make a conclusion.

Students interpret distance-time graphs for a number of scenarios.

Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.