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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.

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 read an article on cold water survival and retrieve information from this text.

This comprehension task assesses student ability to identify and justify evidence used to visualise and make inferences about a character and setting.

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

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

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.

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

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: 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 calculate the probability of randomly choosing certain scrabble letters, or combinations of letters.

Students read a story 'The Gift' and answer questions about comprehension, point of view and inference.

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.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.

Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.