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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.

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

Task: Answer three questions. Assessment focus: condensation.

Task: Students apply both their knowledge of the functions of roots and information from a model to explain why care is needed when transplanting trees. Assessment focus: interpreting diagrams.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

For this task students look at a diagram showing household electrical wires and then answer some questions about these.

Students name the force that delivers water to households from a water tower and then explain advantages and disadvantages of a wind-powered pump compared to a petrol-powered pump.