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Task: Use displacement to measure volume. Assessment focus: displacement.

Students read a passage about a proposed fair test and then list four variables that need to be controlled.

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

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.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.

Students interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

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

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

Task: Read a table to answer questions about when birds are likely to visit a native garden for food. Assessment focus: interpreting a table.

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.

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