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Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

Students explain why metal is used to make cutlery, and describe a disadvantage of plastic cutlery.

Students list four properties of copper metal and state if each property is physical or chemical. Students then explain how copper sulfate solution can be separated.

Students read about the adaptations of a fictitious dinosaur, and then draw and colour in a picture of a dinosaur that illustrates these adaptations.

Students place five statements in order to show how sound travels from its source to the brain.

Students name the force that delivers water to households from a water tower and then explain advantages and disadvantages of a wind-powered pump compared to a petrol-powered pump.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Select from multiple choice options. Assessment focus: classification features of insects and mammals.

Task: compare features of sea mammals and fish, and describe two features of mammals. Assessment focus: classification of fish and mammals.

Students answer two questions about preventing erosion and flooding by a river.

Students identify the larger group that four animals belong the features that those groups have using images of the animals.

Students answer three multiple-choice questions about atoms, elements, and atomic number.

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

Students match each planet to its correct description.

Task: Answer three questions. Assessment focus: condensation.

Students are provided with a diagram of a bag used in solar showers. They answer questions about this bag relating to heat absorption, heat transfer, and radiation.

Task: Complete a drawing of things found in a garden, and describe relationships between them. Assessment focus: interdependence in a garden.

Task: Sort vertebrate animals according to given classification groups. Assessment focus: classification of animals.

Task: sort cards into groups. Assessment focus: classification

Task: group pictures of animals under headings. Assessment focus: classification of mammals, birds, and insects.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.