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Students are asked four short questions that explore their understanding of the Earth's rotation, Earth's revolution, and seasons.

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.

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.

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

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.

Students carry out and make observations about water in a straw, and suction. Students are then required to explain their observations.

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.

This resource has an assessment focus on comprehending the language features used in an advertisement.

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.

In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.

Students are provided with a diagram of a roadside cutting. They are asked to mark the fault line and the youngest rock layer in this cutting. Students then suggest two explanations for the pattern shown in the diagram.

Students use a diagram of a cutting showing exposed rock layers to answer questions about their formation, age, and geological history.

Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

Pictures are given of the life cycles of three different animals (hawk, turtle and deer). Students identify which stage the animal's survival is most in danger and give explanation of why it is not safe. Students also give one special feature that helps this animal survive at this time.

Task: Name the parts of a bike and describe how some of them work. Assessment focus; knowledge of the working systems of a bicycle.

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Notes on reproduction in some animals have been provided, and students are asked to give reasons for the different processes.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Students label six diagrams as an element, compound, or mixture.