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Students study a poster about the benefits of exercise and make inferences from written and visual information.

Students look at a water safety poster and answer questions relating to the posters construction.

Students first do the science activity Throwing Balloons 2 (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Students interpret and answer questions from a bus timetable including some time calculations.

Students interpret and answer questions from a calendar showing one month of the year.

Students identify and give rules for when numbers are divisible by three or by nine.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

Students answer questions about conditions necessary for germination, seed dispersal, and parts of a flower. Assessment focus: plant reproduction.

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.

Students study a dot plot of the months students' were born and answer questions interpreting the data.

This task requires a hyacinth bulb to be set up in a glass container. As it develops and grows students make observations.

Task: Fill in a chart to identify the damage caused by various animal pests. Assessment focus: specific contextual knowledge about animal pests.

Students are required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

Students read a text containing instructions then answer retrieval and inferential questions. SJ-2-2-1984. Text provided.

This practical task consists of two parts. Students test various substances with hydrochloric acid, iodine solution, and universal indicator, and then complete a table with their observations. The second part requires students to identify four unknown solids using their tests and results from part one.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

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

For this practical students observe some activities which illustrate melting and dissolving. They write sentences about what they observe and then write what they think melting and dissolving mean.

Students factorise algebraic expressions.

Students use substitution into equations to evaluate the number of blocks and total surface areas in shapes of different heights. The stimulus can be used as a challenging task to try and derive the rules from the spatial pattern. This is classified as Patterns and Relationships.

Students write equations for story problems describing practical situations.

Students write and solve equations for story problems describing practical situations.

This is a collection of science tasks across the science capabilities and contextual strands.

Different selections are made from a canteen menu that will cost a given amount. An extension activity is given that asks for all possible combinations to be found.