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Students use an index from a book on windsurfing to explain their understandings of an index and to find specific information.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

Students interpret a map showing concentrations of ozone in the atmosphere and then answer some questions about the ozone issue. This resource assesses the ability to interpret data, and also knowledge of the ozone layer and associated issues.

Task: Design a station on Mars. Assessment focus: problem solving to meet human needs in a different environment.

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

A poem is disclosed in stages to students. The task assesses their ability to make inferences using evidence from text and prior knowledge to work out what it could be describing.

Students compare the overall distribution of two graphs and describe their reasons.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Students use evidence in a text to make inferences about a character's feelings. They analyse these within scaffolding activities, synthesising their thinking to suggest the author's message.

Students place photos of a canoe trip in order, then use them to write a narrative with a beginning, middle and end.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

Students place photos in order, then use them to write a narrative with a beginning, middle, and end.

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

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

Students are assessed on their comprehension of text by completing a cloze exercise about albatross.

This resource comprises a report on the control of traffic in the Holland Tunnel in New York presented as a cloze exercise. Students use comprehension skills to complete the gaps with their own vocabulary.