Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.
For this task students identify what may cause clouds to be at different heights and then interpret weather information to answer a multiple-choice question about fog.
Students answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.
Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.
Students read a passage about a genetic characteristic found in a family. They use this information to complete a representation of an inheritance diagram by shading in and naming the persons of this family. Lastly a question about dominance and recessiveness is asked.
Students are given a diagram and information on the ratios of black- to grey-coated possums. Students answer questions relating to this information as well as identifying a method that could be used to determine the percentage of each coat colour.
Task: Explain how a change in the cockle population has affected one or more organisms in a food web in the short and long term. Assessment focus: Sorting observations and inferences; reading food chains and; using a food web diagram to predict impact of change.
Task: Students read a pH scale to determine how it shows the increasing strength of an acid and a base solution and decide from different pH products what the effect would be on an acidic soil. Assessment focus: interpreting a pH scale.
Students are given an outline of an investigation on metal corrosion and a graph of some results. Students' ability to interpret the graph and knowledge of fair testing is assessed via short answer questions.
Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.
Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.