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Task: students answer questions about features of the fennec fox. Assessment focus: adaptations.

Students explain what the effects of draining a pond would have on the ducks and reeds that live there.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

Students answer two multiple-choice questions about star movement during an evening and star colour and temperature.

Students are required to identify two major weather features linked to cyclones and three examples of damage they can cause.

Students answer three questions about the Hubble Space Telescope.

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

Students suggest ways to prevent a steep bank slipping. The assessment focus is application of their knowledge about erosion.

For this task students are asked two questions about early Polynesian navigation. Students need to identify features of the environment that explorers would have used to navigate home and to find new land.

Students use two diagrams of the night sky to answer a multiple-choice question on each.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

Task: identify micro-organisms. Assessment focus: using an identification key

This practical assessment requires students to design and carry out tests on three properties of four different fabrics in order to find the most suitable fabric for the stated purpose.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

Students complete a stem and leaf graph about students' test scores and answer questions on mode, spread and range.

Students answer questions and make statements based on information presented in a frequency table.

Students use a table on solubility/insolubility of 16 compounds to determine the validity of four statements and justify with evidence from the table.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

Students interpret a pie graph to answer multiple choice questions.

This task requires students to interpret a pie graph about sports watched on TV and answer multiple choice questions.

This task requires students to answer questions about a tally chart of the number of planes taking off from an airport.

This task requires students to answer questions about a bar graph showing hours of sunshine over a week.

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