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Students match the names of five animal pests to notes on each of these pests.

Students read about the adaptations of a fictitious dinosaur, and then draw and colour in a picture of a dinosaur that illustrates these adaptations.

Task: Answer six true or false questions. Assessment focus: Definitions of genetic terms.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

For this practical task students are assessed on their understanding of the life cycle of a butterfly by putting pictures (of eggs, caterpillar, pupa, emerging butterfly, and butterfly) into the correct sequential order and answering some questions.

Students are provided with information about a genetic trait. They develop genotypes for the parents involved and then complete a punnet square for these.

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

Students are provided with some information about testing leaves for starch. They are required to match the steps in the process with their purpose, and to explain what substance is present that turns iodine blue-black.

Students are given diagrams of an experiment on photosynthesis using pond weed. Students are asked to put the diagrams of the experiment into the correct order, to give an aim, identify the gas produced, name the process in plants that produces this gas, and to write a conclusion for the experiment.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

Students are provided with some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.

Students answer questions about the materials that pass through the placenta between the mother and the baby.

This NEMP task assesses knowledge about plants and animals.

For this NEMP task students write about parts of the snail that help it survive.

For this NEMP task students write about the parts of a praying mantis that help it survives.

Students explain the function of the veins, waxy layer of the upper surface of the leaf, how the shape of the leaf traps light energy and why the upper surface of the leaf is a darker green than the lower surface.

This resource has four multiple-choice questions about photosynthesis.

Diagrams of four different vertebrate tails are illustrated. Students are required to name an animal that has each type of tail, and then explain how the animal uses this type of tail.

Four different vertebrate animals are illustrated. For each animal the student needs to name the body part used by each animal to move, and then explain how this part makes the animal move.

Task: sort pictures into specified groups and identify features that are common to each group. Assessment focus: classification of insects/non-insects.