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Students are provided with a map showing wind speed and direction over some landforms. Students explain two ways that mountains affect the wind.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

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

For this task students explain the causes to the difference in height of water levels in a lake during spring, summer, and winter.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Students are provided with a diagram that shows some ways water moves in a water cycle. Students are required to explain what is happening in three places and explain how water that falls as snow might get to the sea.

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

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

Students read some information about testing the absorbency of different papers. They outline two features that need to be kept the same if the tests were to be fair.

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

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

Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.

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

Task: Students draw a labelled diagram of a plant indicating how it gets its energy. Assessment focus: photosynthesis.

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.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

Students investigate energy transfer by colliding marbles, explaining their observations, and what happens to the energy of the moving marble on impact.

Students are provided with a diagram showing rock layers. Students use this diagram to answer a number of questions.

This practical task requires students to follow instructions for making a 'green fridge' to determine its efficiency. Students collect and record data from their investigation and answer questions.

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

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.