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Students complete a cloze passage and use their vocabulary and knowledge of grammar to create well-formed sentences.

Students make inferences from a poem. SJ-2-4-1993. Text provided.

This comprehension task assesses a student's ability to make inferences about a character's feelings based on the evidence in a written and visual text, and their own prior experience.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

Task: Look for the similarities and differences in how students draw graphs to display information.

Students explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

Students view an online animation which illustrates stages of a volcanic eruption, write their observations and answer question about eruptions. Assessment focus: observations based on a model, and knowledge of volcanic eruptions.

Student view an online animation of cliff erosion and then write a description of what they observe about this process.

Students answer questions about major natural events that happened on the Earth in one week by interpreting a diagram showing these.

Students complete a diagram of a geyser by writing the correct labels from a given selection. Students are also required to answer what causes the water to heat up.

On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

For this task students are provided with three pie graphs on water. Students are required to interpret these to answer four short answer questions.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Students are provided with a diagram that shows some ways water moves in a water cycle. Students are required to explain what is happening in three places and explain how water that falls as snow might get to the sea.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: students interpret diagrams to consider the effects of tidal changes on rock pools. Assessment focus: relationship of living things with their physical environment.

Task: Students differentiate between simple observations and inferences, and between observations that require measurement and those that do not. Assessment focus: observing scientifically.

Task: Answer two multiple choice questions. Assessment focus: managing variables.