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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.

Students read a cartoon to answer retrieval and inferential questions about the story and the visual techniques used. SJ-1-1-1994.

Students use visual clues in a comic strip to answer inferential questions.

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

This resource has students comparing four advertisements on holiday camps and identifying the meaning of a slogan.

This resource is based on a job application that needs editing. Students identify six different errors and suggest corrections.

Students use comprehension skills to answer a range of questions based on a newspaper story. Knowledge of adjectives and alliteration is also required.