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Students select the correct written definition of the words element, compound, and mixture.

Task: Answer 2 multiple choice questions about how we would see Moon from Earth if its orbit changed. Assessment focus: relationship of Sun, Earth, and Moon.

Students are provided with a map showing wind speed and direction over some landforms. Students explain two ways that mountains affect the wind.

Students demonstrate their knowledge of solid, liquid, and gas particles by drawing the particle arrangement for wax vapour, molten wax, and candle wax.

Students state whether each of nine common objects are either soft or do not bend easily.

Students draw a circle around those objects that are hard.

Task: Students use an image of an Australian lizard to explain what purpose is served by the lizard's tail looking like its head. Assessment focus: features for survival.

Students answer three multiple-choice questions about fossils and how they are formed.

Students classify five described changes as either a chemical or a physical change.

Students are provided with six pictures of animals. They identify those that can fly, and explain what these animals have in common.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Task: Complete a drawing of things found in and near a flax bush, and describe relationships between them. Assessment focus: interdependence in a flax bush environment.

Task: Students identify which different events threaten our native birds or have done so in the past. Assessment focus: identification of the specific impacts of human actions.

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

This task requires students to order four photographs of the life cycle of the Paradise Duck. Students describe the changes that have occurred in each part of the lifecycle. NOTE: It is intended that this resource be used in colour.

This practical requires students to place four photographs of kākāpo at different times in their life cycle in order from youngest to oldest. Students describe how the kākāpo changes from each part of the life cycle to the next. NOTE: This resource is intended to be used in colour.

Students state if each of four jars containing different substances would sink or float.

Students select from four pictures of laden trucks which is least likely to roll over when cornering, and explain their predictions. This resource assesses students' understanding of centre of gravity.

Students answer questions about the size of a balloon as the air temperature changes. The resource assesses students' understanding of the effect of temperature on gases.

Students are asked one multiple-choice and one short answer question about fair testing.

Students use circuit diagrams to answer three questions about switches and which lamps will light up.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

Task: Answer a multiple choice question and explain the reason for choice. Assessment focus: simple circuits and switches.

Task: Answer questions about how a seesaw works and use an equation to calculate how to balance the seesaw.