Knowledge resources

Students are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

Students answer three short answer questions on weather, frost, and clouds.

Students are provided with two photographs of an area, one before a tree planting programme and one five years later. Students are asked to write an article on how tree-planting helps the environment.

Using a labelled flower, students select the parts which are responsible for seed formation, pollen production, and bud protection.

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

Students answer questions about conditions necessary for germination, seed dispersal, and parts of a flower. Assessment focus: plant reproduction.

Task: Fill in a chart to identify the damage caused by various animal pests. Assessment focus: specific contextual knowledge about animal pests.

Students are required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

Using the genetic characteristic for ear lobes, students answer questions about the genotype, and construct a punnet square.

Students are provided with a diagram of a bag used in solar showers. They answer questions about this bag relating to heat absorption, heat transfer, and radiation.

Students select the most appropriate method that could be used to separate five different mixtures.

Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.

Task: Sort vertebrate animals according to given classification groups. Assessment focus: classification of animals.

Task: sort cards into groups. Assessment focus: classification

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

Task: group pictures of animals under headings. Assessment focus: classification of mammals, birds, and insects.

Name the group various animals belong to. Assessment focus: classification.

Task: Identify the features of three animals, name their classification group, and answer two questions comparing features of the groups. Assessment focus: classification of animals.

Students classify a range of animals as mammals, birds, or fish.

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.

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.

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

Task: multiple choice questions and interpreting a diagram. Assessment focus: phases of the moon.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.