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Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Task: Predict, Observe, Explain, (POE) activity observing what happens to air in a balloon when it is heated. Assessment focus: behaviour of gases when heated and cooled.

Task: Plan a fair test to see if adding salt water to water affects how long it takes to freeze. Assessment focus: managing variables.

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

For this practical task students use their knowledge about the properties of gases to explain their observations when they blow up a balloon that is inside a bottle and a balloon that is not inside a bottle.

In this practical task students investigate the effect of temperature on viscosity. Students describe and explain what has happened.

This practical task requires students to sort some common items from hardest to softest. Students then explain a test that they used to help determine this.

Task: Measure 100mL of water into three different pieces of equipment. Weigh the result and calculate the precision of using that piece of equipment. Assessment focus: measuring and evaluating the accuracy of equipment.

For this practical task students complete a table of observations on nine common materials. Students then use their results to group the materials according to similar properties.

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

Students state whether each of nine common objects are transparent or opaque.

Students state whether each of nine common objects are either soft or do not bend easily.

Students draw a circle around those objects that are hard.

Students outline four tests they could do to find out if a newly described substance is a metal.

Students outline a test they could do to show if a substance is a metal or not.

Task: Students place in order four beakers of copper sulphate solution from most to least concentrated. They then explain what would happen if two beakers were put together, and explain the term "concentration". Assessment focus: solutions.

Students are given some solids and liquids for this practical task. They plan how they would find out which liquids are solvents for any given solid, carry out the task, and write a conclusion.

Task: Students play a tag game that simulates the relationships between elements within a waterway and discuss how different scenarios impact on the populations living there. Assessment focus: changes within a habitat affect everything living there.

Students complete a plant record for a tree by making observations.

This task requires students to order four photographs of the life cycle of the Paradise Duck. Students describe the changes that have occurred in each part of the lifecycle. NOTE: It is intended that this resource be used in colour.

This practical task requires students to order five photographs of the life cycle of a Harrier Hawk. Students describe the changes that have occurred in each part of the lifecycle. NOTE: This resource is intended to be used in colour.

This practical requires students to place four photographs of kākāpo at different times in their life cycle in order from youngest to oldest. Students describe how the kākāpo changes from each part of the life cycle to the next. NOTE: This resource is intended to be used in colour.

Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.