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Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

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.

Task: Match simple machines to items, select length of bar to lift a rock, and draw how to set up bar and a block of wood to lift the rock. Assessment focus: levers.

Students complete a diagram of a geyser by writing the correct labels from a given selection. Students are also required to answer what causes the water to heat up.

Task: Select whether statements about the Moon are true or false. Assessment focus: the Moon.

Task: complete two multiple choice questions. Assessment focus: respiration of marine mammals and fish.

Students are given some information about simple machines, and are asked to label the effort, load, and pivot on three examples of simple machines.

For this task students select two kinds of activity from those labelled on a diagram of an erupting volcano. Students write a description and the problems or dangers associated with each activity.

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.

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.

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

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

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 select the most appropriate method that could be used to separate five different mixtures.

Task: Identify examples of experiencing sound. Assessment focus: sound.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.