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Task: Students differentiate between simple observations and inferences, and between observations that require measurement and those that do not. Assessment focus: observing scientifically.

Students read a poem then make inferences using the written and the visual texts. SJ-4-2-1994. Text provided.

Task: Students use an image of an Australian lizard to explain what purpose is served by the lizard's tail looking like its head. Assessment focus: features for survival.

Task: Select which picture correctly shows an ice cube in a glass of water and select correct explanation. Assessment focus: density of ice.

Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.

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.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

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

From a given list students select the correct name for each of four labelled features on a weather map. They then identify a pattern to name a pressure reading number.

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

Task: Answer questions about a diagram, and explain how we get day and night. Assessment focus: day and night.

Task: Identify the position of the sun and the time of day when the shadows shown is formed. Assessment focus: shadows.

Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

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

Task: students explain links between a bird's feet and its lifestyle.

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

Drawings of four different seeds are provided. Students explain how each seed is dispersed.

Using a labelled flower, students select the parts which are responsible for seed formation, pollen production, and bud protection.

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

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

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.