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

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.

Students use a table of some substances and their pHs to answer four questions.

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.

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students classify 12 common substances as either a compound, mixture, or element.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.

For this task students use a diagram to explain the different seasons experienced in different hemispheres.

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

For this practical task students are assessed on their understanding of the life cycle of a butterfly by putting pictures (of eggs, caterpillar, pupa, emerging butterfly, and butterfly) into the correct sequential order and answering some questions.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.

Task: identify micro-organisms. Assessment focus: using an identification key

This task is about describing the behaviour of light rays.

Students answer questions about how a road moves after an earthquake.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

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

Task: Dictate what is observed from viewing a video clip of a monarch butterfly emerging from a chrysalis (answering a specific question), and sequence some photographs in the correct order. Assessment focus: observing and describing.