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Task: Answer questions about rowing. Assessment focus: levers.

Task: Answer questions about levers. Assessment focus: levers.

Task: Students use a labelled diagram of a pitcher plant to answer questions about survival. Assessment focus: features for survival.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

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.

Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.

Students are provided with a diagram showing layers of rock and three possible results of changes that could occur. Words and phrases are provided to help students answer several short answer questions about the possible cause of the changes.

Task: Answer questions about what happens to the light form a torch. Assessment focus: light.

Task: Answer a multiple choice questions about what would be seen on earth if a meteor hit the moon, and explain why that answer is correct. Assessment focus: how sound and light travel.

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

Using provided data students decide which of three liquids would freeze if placed in a freezer. Students explain what happens to particles when they freeze and how the level changes due to freezing.

Students draw diagrams to show the particle arrangement in a solid, liquid, and a gas. Students then describe the differences in arrangement and movement of the particles for each of these states.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

This resource has four multiple-choice questions about photosynthesis.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Using a diagram of a crab, students explain some of the crab's adaptations.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

Students are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

Students are asked to match six everyday objects to the main energy transformation that occurs in each of these objects.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

For this practical task students follow a plan to determine the effects of a weak acid on different building materials. Students need to put their results into a table and write a conclusion.

Students answer questions about the materials that pass through the placenta between the mother and the baby.

A newspaper article on working from home is the stimulus for this resource. The assessment focus is on looking at both sides of an issue, vocabulary and comprehension.