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Students explain adaptations of kangaroos and horses to protect their young.

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.

This resource has four multiple-choice questions about photosynthesis.

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

Task: students answer questions about features of the fennec fox. Assessment focus: adaptations.

For this practical task, students join 'dominos'. They match an animal feature on the initial 'domino' with the appropriate animal picture on the next 'domino'.

Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

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

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.

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 look at two diagrams. The first shows iron nails in test tubes with boiled water or tap water, the second shows iron nails with moisture either present or absent. Students answer five questions about these investigations.

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

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

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

Four different vertebrate animals are illustrated. For each animal the student needs to name the body part used by each animal to move, and then explain how this part makes the animal move.

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

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

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

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.

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

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