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Task: Plan a fair test to see which of two solar showers of different colours heats up more. Assessment focus: controlling variables.

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.

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

Students list advantages and disadvantages of recycling. The assessment focuses on students' ability to identify impacts on the environment and its inhabitants (including people).

Task: Students suggest ways to stop sand dunes blowing on to farmland, and describe the predicted outcome of their suggestions. Assessment focus: application of knowledge of erosion to a specific situation.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

This practical resource requires students to demonstrate some phases of the Moon.

Using information about comets, students label a diagram of a comet and draw the orbit of a comet and the position of the comet in two places in its orbit.

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Task: Investigate the length of shadows in relationship to the sun's position. Assessment focus: interpreting a model.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

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

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

Students are provided with a star map showing the path of comet Haley-Bopp 1997. Students use this map to answer three questions.

Students answer two multiple-choice questions about star movement during an evening and star colour and temperature.

For this task students are asked two questions about early Polynesian navigation. Students need to identify features of the environment that explorers would have used to navigate home and to find new land.

Students answer two multiple-choice questions about full Moon and lunar eclipses.

Students are given a key list of words associated with earthquakes. Student use these and their own knowledge to write a paragraph explaining five key points about earthquakes.

Students are provided with a sequence of diagrams showing the erosion of a waterfall by a river over time. Students complete diagrams for two other waterfall erosion sequences. Each waterfall has different combinations of layers of soft and hard rocks.

Students are provided with a diagram showing layers of rock and three possible results of changes that could occur. Words and phrases are provided to help students answer several short answer questions about the possible cause of the changes.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

For this task students are provided with a diagram of a landslip and an example of a possible cause of this. Students are required to list four other possible causes of landslips.

Student view an online animation of cliff erosion and then write a description of what they observe about this process.

Students are provided with a geological time scale which they use to interpret and answer a number of questions.

On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.