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Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

Drawings of four different seeds are provided. Students explain how each seed is dispersed.

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.

Task: View photograph to explain how a chiton protects itself in its environment. Assessment focus: identifying features that help to protect an animal in its particular environment.

Task: Students use an image of an Australian lizard to explain what purpose is served by the lizard's tail looking like its head. Assessment focus: features for survival.

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

Task: Match cards to show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students use pictures of different types of parakeets to identify distinguishing features. NOTE: This resource needs to be used in colour.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

For this practical task students are provided with four types of plant storage organs. They classify examples as one of these types of food storage organ. Students also look at the tap root and a tuber and describe the main differences between them.

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.

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: Order fruit according to size and number of seeds, make a generalisation about the pattern and use this to predict whether a fig has small or large seeds. Assessment focus: pattern seeking.

Task: Answer questions about the fire triangle. Assessment focus: elements necessary for combustion.

For this practical task students write a plan to find out if a microwave has a 'hot spot'. Students carry out their plan, collect, and interpret results.

This practical task is about heat absorption. From a given list students choose the equipment they would use to heat cold tap water as much as possible. Students complete the investigation, explain why each piece of equipment was selected, and record their results.

Task: Answer questions about how a thermometer works. Assessment focus: expansion of water on heating.

Task: Interpret data from tables. Assessment focus: data interpretation.

Task: Answer questions about data in a table. Assessment focus: pulleys.

Task: Answer questions about the relationship between mass and stretch. Assessment focus: graph interpretation.

Task: Answer questions about relationships between mass and stretch. Assessment focus: identifying patterns in data.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

Students interpret a map showing concentrations of ozone in the atmosphere and then answer some questions about the ozone issue. This resource assesses the ability to interpret data, and also knowledge of the ozone layer and associated issues.