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Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

Students identify percentages and fractions from information in a pie chart.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Task: Students fill in a chart to select the best material for making 6 objects, and give reasons for their answers. Assessment focus: properties of materials related to use.

Students enlarge a diagram to a given scale.

Students construct three different sized parachutes from plastic bags. They then carry out a fair test to see which sized parachute is the most effective. Students answer questions about fair tests, collect and record their results, and make a conclusion.

This comprehension task assesses student ability to identify and justify evidence used to visualise and make inferences about a character and setting.

Task: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.

Students interpret a table on the properties of plastics by answering a series of short questions.

This comprehension task involves progressively disclosing a poem. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

For this NEMP task students solve practical problems using linear number patterns and use a relationship graph to identify trees by height and width.

Students complete a pictograph for the number of marbles student have from data in a table. The pictograph has a key.

In this practical task, students use models of 3-dimensional shapes to complete a chart showing the number of faces, corners, and edges for each object.

In this NEMP task students discuss observations of six unknown common household powders. They design a chart for results, find properties for each, and identify what each powder is. Assessment focus: identifying substances; teamwork.

Students write the bearing and distance of a number of objects on a radar screen.

Students enlarge shapes by whole number scale factors.

Students plan how to do a statistical investigation about a question that has been posed, and think about how they will collect their data.

Students use the information in an article to interpret the body language of cats in nine different pictures. This task assesses student ability to bring together written and visual texts to show their comprehension. The text is reproduced in the Teacher information pages. SJ-3-1-1990. Text not provided.

Students recognise equal and different likelihoods when playing a game of chance and explain their reasoning.

In this practical task students predict what the widthwise and lengthwise cross-sections of a selection of fruit and vegetables would look like.

This is a grammar knowledge resource where students match nine parts of speech and their definitions.