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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.

For each of eight provided situations students identify whether each is an example of evaporation, condensation or neither of these.

This task consists of two multiple-choice questions on humidity.

Students are given a mind map showing some properties of carbon dioxide. Students identify each of these as either a physical or chemical property.

Students use a list that has some properties of glass to help them answer four questions about glass use.

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

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

This resource has four multiple-choice questions about photosynthesis.

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

Students complete the wording for an advertisement about recycling. They need to complete sections on why, what, and how we recycle.

Students are provided with a picture of a New Zealand native bird. Students select a word from a given list to name each of these bird parts. Students are then required to explain why the bird needs each of these named parts.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Students use information on nine elements from the periodic table to answer four short questions.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

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

Task: Answer two questions about judging model aeroplanes. Assessment focus: reading tables.

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.

The resource consists of two multiple-choice questions about solubility and saturated solutions.

Select the correct pair to set up a fair test. Assessment focus: controlling variables.

Students use a diagram showing similar and dissimilar characteristics of reptiles, birds, and mammals, to answer questions regarding these features.

Task: Students use recent information obtained from space exploration to show how and why beliefs have changed over time. Assessment focus: interpreting information about the provisional nature of science.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.