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Task: Explain how a change in the cockle population has affected one or more organisms in a food web in the short and long term. Assessment focus: Sorting observations and inferences; reading food chains and; using a food web diagram to predict impact of change.

This task requires students to give three ways of keeping a sandwich fresh for lunch.

Students use a diagram that shows a food web to answer five questions about the information within the food web.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Students identify three different places where food can be put to keep it cool. Students also explain why keeping food cool is beneficial.

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Students are provided with a food web based on organisms of the rocky shore and sea. Students use this to answer questions about food chains in the food web.

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

Task: Decide what information can or cannot be inferred from food chain diagrams. Assessment focus: reading food chains

Task: Place in order six statements about a series of food chain related events in a beech forest, and justify decisions. Assessment focus: interdependence.

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.

Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.

Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

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

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

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: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

Some notes on the rabbit calicivirus are provided. Students use these and their own understandings of food chains to answer four questions.

Task: Students play a card game to construct a waterways relationships web. Assessment focus: relationships within a waterways ecosystem.

For this practical task students are provided with four types of plant storage organs. They classify examples as one of these types of food storage organ. Students also look at the tap root and a tuber and describe the main differences between them.

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

Task: Order fruit according to size and number of seeds, make a generalisation about the pattern and use this to predict whether a fig has small or large seeds. Assessment focus: pattern seeking.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.