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Students identify where heat is lost from a house, explain ways to reduce heat loss and suggest ways to reduce heat loss.

Students complete the wording for an advertisement about recycling. They need to complete sections on why, what, and how we recycle.

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 are provided with five rules to follow during a thunderstorm with lightning. Students select two of these rules and explain the science behind the rule.

Students give reasons for and against saving endangered animals or plants.

Students are asked to provide reasons for and against having zoos.

Students are provided with a picture of a New Zealand native bird. Students select a word from a given list to name each of these bird parts. Students are then required to explain why the bird needs each of these named parts.

Students identify the solids, liquids, and gases in three short passages.

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: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

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

This practical task requires students to make observations and draw diagrams about diffusion that occurs when food colouring is added to water.

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

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

Using a diagram of a crab, students explain some of the crab's adaptations.

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.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

Task: Answer two questions about judging model aeroplanes. Assessment focus: reading tables.

This practical task requires students to test a number of circuits and to give reasons why some of the circuits do not work while others do. Students also look at other circuits and explain what happens to the brightness of the bulb.

Students are asked to identify two impending signs of a volcanic eruption and to describe four geological events that are linked to volcanic eruptions.

Students are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

Students are provided with a situation where the bank on the school field is eroding. They are asked to write a plan for a tree-planting programme that would help to slow down the erosion.