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Students are given some information about what to do when whales are stranded on our beaches. They answer three questions using this information to help them.

For this task students are provided with three pie graphs on water. Students are required to interpret these to answer four short answer questions.

Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

Task: Answer questions about recycling aluminium by interpreting a fact file. Assessment focus: Recycling.

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

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

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.

Students explain adaptations of kangaroos and horses to protect their young.

Task: Answer two questions about setting up a fair test and another about insulating houses. Assessment focus: controlling variables.

Task: Interpret data from tables. Assessment focus: data interpretation.

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

Task: Answer three questions. Assessment focus: condensation.

Students interpret a pictograph to answer questions about a classroom investigation. This pictograph has a key.

Task: Explain how to use the magnet to remove a drawing pin out of a glass of water without putting the magnet in the glass, touching the glass with hands, or spilling the water. Assessment focus: using knowledge of magnetism to solve a problem.

Students are provided with a graph of lizard numbers on an island. They answer three questions about this graph.

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

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

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

Students give reasons for and against saving endangered animals or plants.

Task: Identify which car will be coolest and explain why. Assessment focus: air currents.

Task: Match items to the correct temperature. Assessment focus: temperature.

Students interpret a series of road safety drawings with questions on visual cues, titles, emphasis and providing appropriate text.

Students read a poem and identify how the visual and written texts work together to build comprehension.

Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.