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Drawings of four different seeds are provided. Students explain how each seed is dispersed.

Students colour in three fish according to given instructions. They then explain the advantage of this colour pattern for each fish.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

Task: Place in order six statements about a series of food chain related events in a beech forest, and justify decisions. Assessment focus: interdependence.

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.

A diagram of the bottom row of teeth has been provided. Students draw a line from each tooth name (canine, molar, and incisor) to an example of that tooth type in the diagram. Students then fill in a table where they explain what each tooth type does.

Students draw a line from the type of bee to the bee's job in the hive.

Students draw a line from each genetic term to its correct definition.

Students are given results from an investigation looking at light intensity and its effect on the rate of photosynthesis in two plants. Students are required to draw line graphs of this data and then answer a number of questions pertaining to this.

Students explain the function of the veins, waxy layer of the upper surface of the leaf, how the shape of the leaf traps light energy and why the upper surface of the leaf is a darker green than the lower surface.

Students are given four pictures, and are asked to draw a circle around the picture that is not a bird, and then give a reason for their choice. Similarly, they circle animals that are not mammals, fish, and molluscs.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.

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

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

Task: Complete a drawing of things found on a dairy farm, and describe relationships between them. Assessment focus: interdependence in a dairy farm environment.

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

Students use a diagram that shows a food web to answer five questions about the information within the food web.

Students draw a line from each of six invertebrate animals to its correct description. They are also required to name each animal.

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.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

Students cut out four drawings of different stages of a frog's life cycle. They place these in order, and then explain how the frog has changed.