Thinking resources

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

This practical task requires students to carry out three tests to find out if each element is a metal or non-metal.

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

This task is about topic, supporting, and summary sentences in paragraphs of persuasion.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

For this NEMP task students represent the number six in ten different ways using the four arithmetic operations.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Students are assessed on their ability to use the modelled features of a thesaurus to create their own thesaurus page.

Students reflect on notes taken during a rugby game to write an effective report. They also consider some features that will add effect to their report. A link to student support material is given under the "Working with Students" tab.

This is a resource on sentence types. Students use four definitions of sentence types to classify six sentences.

Students read an extract from the narrative 'The Adventures of Huckleberry Finn' and answer a combination of multiple-choice and short answer questions.

Students produce a simple written description, using nouns and adjectives with some precision.

Students are required to identify arguments for and against keeping animals in zoos and then use these to write a paragraph expressing their point of view about this issue.

From visual stimuli and a series of simple statements that describe physical attributes, students identify which animal is being described.

From visual stimuli and a series of simple statements that describe personal attributes, students identify which person is being described.

Students explain why three sentences are ambiguous and rewrite them to make the meaning clearer.

Task: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Identify how features/adaptations of a starfish help it survive, and decide whether the amount of evidence from scientists' observations supports or does not support their theory/inference. Assessment focus: using observations as evidence to inform theories.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

Students read about a visit to the islands of Kiribati by a New Zealand flight inspection team to answer retrieval and inferential questions.

Students read an advertisement and retrieve information and make inferences from it.

Students read a poem titled 'The Sea' and explain the meanings of some of the language used.

Students read an article on milking cows and then find information in it to complete a retrieval chart.