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Students write a story about the water cycle using a given sequence of events that take place.

This practical task requires students to make observations of three different types of soils and record their observations in a chart.

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

Task: Identify the variables for testing how fresh water and salt water affect rusting. Assessment focus: planning a fair test.

For this practical students make observations about dissolving, and plan and carry out an investigation to find out what makes sugar dissolve more quickly.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.

This practical task investigates the effect of temperature on the rate at which corn pops. Students collect data and make a conclusion.

Describe methods for speeding up and slowing down melting of an ice cube using one of three provided objects, and explain why the methods would work. Assessment focus: planning an investigation.

This practical task requires students to describe to a partner their observations about an ice cube melting. Students then develop questions about what they observe.

This practical task requires students to make observations of the changes that occur in five common foods as they are cooked.

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

For this practical task students follow a plan to determine the best temperature for the reaction of rennet with milk. Students need to make observations and write a report on their findings.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.

Students identify which substances undergo a permanent change when they are mixed together.

Students explain two ways to make salt dissolve faster when in cold water.

For this practical task students record their observations as an egg is poached in water.

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

Select the correct pair to set up a fair test. Assessment focus: controlling variables.

Students decide on the variables that will make an experiment about boiling water a fair test. Assessment focus: Recognising multiple variables.

This practical task requires students to plan and carry out a fair test to find out which paper type will soak up water the best.

Students read some information about testing the absorbency of different papers. They outline two features that need to be kept the same if the tests were to be fair.

Students complete a table for six common objects by stating the material used to make each object and a useful property of that material.

Students answer five questions about 'fair testing' for an outlined investigation.

Students outline four ways of improving a given plan for an investigation to make it a fair test.