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Task: students explain links between a bird's feet and its lifestyle.

This task assesses students' understanding of the states of matter by requiring them to draw and label diagrams of water as a solid, liquid , and gas.

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

Students classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

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

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Task: Match items to the correct temperature. Assessment focus: temperature.

Students read some notes about kakapo, and answer questions on how the kakapo is distinct from other parrots, and why these birds are endangered.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

Students explain their understandings of the benefits of having trees in the school playground.

Task: identify features of a spider. Assessment focus: classification of spider.

Students complete tables of energy use.

Students describe what makes two boats move and change direction.

Task: Name the parts of a bike and describe how some of them work. Assessment focus; knowledge of the working systems of a bicycle.

Task: Students answer questions about what will make mountain bike riders go faster. Assessment focus: Air resistance.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Students suggest why two girls of the same weight go down a slide at different speeds, and then identify the forces acting on the girls. The assessment focus is on the forces of gravity and friction.

Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

For this practical task students are assessed on their ability to observe changes that have occurred to 'popping' corn before and after it is heated. Drawings and written observations are required.

Task: draw a diagram showing how a periscope works. Assessment focus: reflected light.