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Students convert units of weight - grams and kilograms - to answer questions a range of food items.

Students show their understanding of stem-and-leaf graphs of ages by classifying questions as true or false.

Students are provided with a food web based on organisms of the rocky shore and sea. Students use this to answer questions about food chains in the food web.

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

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.

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

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

Task: Use a diagram to answer questions about seasons and day and night. Assessment focus: relationship of Sun and Earth.

Students use diagrams to answer questions about atoms, elements, compounds, and mixtures. They are then asked to use these words to describe the differences between diagrams.

Students use a table of information on melting points and boiling points of six different substances to answer questions about states of matter.

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

Students use a calendar to answer questions about the days flowers are planted.

Students interpret a table of data in order to answer four questions on the properties of five different types of paper.

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.

Students interpret distance-time graphs for a number of scenarios.

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

Students carry out and make observations about water in a straw, and suction. Students are then required to explain their observations.

This practical task requires students to order numbers with 2 decimal places from smallest to largest using digit cards. New numbers with 2 decimal places are then created with the digit cards.

Students use a table of some substances and their pHs to answer four questions.

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

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

For this practical students are required to investigate how the use of pulleys affects the effort force needed to raise a load. Students gather results, write a conclusion, and describe two situations in which a pulley system would be useful.

Students show how to divide 3-digit whole numbers into equal sized groups and identify any remainder.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.