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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.

Students carry out and make observations about water in a straw, and suction. Students are then required to explain their observations.

Task: explain the effect of temperature on metal and wood. Assessment focus: the effect of heat on different materials.

Decide if a described investigation is a fair test, and explain the decision. Assessment focus: identifying fair testing.

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

Task: Explain what is meant by 'efficient', calculate the amount of energy produced per second and name three forms of 'waste energy' of steam engines. Assessment focus: energy transformations.

Task: Answer two multiple choice questions. Assessment focus: forces.

Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

Students formulate questions about glaciers and climate change to show awareness that informed opinions are based on inter-related aspects of evidence rather than individual instances.

Students complete the wording for an advertisement about recycling. They need to complete sections on why, what, and how we recycle.

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.

Task: Answer questions about a planned wildlife reserve. Assessment focus: interdependence of animals with their habitat.

Students list advantages and disadvantages of recycling. The assessment focuses on students' ability to identify impacts on the environment and its inhabitants (including people).

Task: Match recycled materials to their possible uses, and justify reasons for recycling. Assessment focus: reasons for recycling.

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.

Task: Students suggest ways to stop sand dunes blowing on to farmland, and describe the predicted outcome of their suggestions. Assessment focus: application of knowledge of erosion to a specific situation.

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 suggest ways to prevent a steep bank slipping. The assessment focus is application of their knowledge about erosion.

Students are given a diagram that is used to describe the surface temperature and brightness of stars. Using the diagram and information provided, students indicate where different stars would be located.

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Task: Investigate the length of shadows in relationship to the sun's position. Assessment focus: interpreting a model.

Task: Label a diagram. Assessment focus: relative positions of Earth and Sun for each season.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

Task: Label a picture with ways to protect ourselves from the Sun, and describe why we need to do so. Assessment focus: protection from the Sun's rays.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.