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Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

Students are asked to explain the meaning of the terms, recycle, reduce, and reuse.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

Students answer three short answer questions on weather, frost, and clouds.

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 are given a diagram of a fly and are asked to give three reasons why this animal is not a spider.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.

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

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

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.

This practical assessment requires students to design and carry out tests on three properties of four different fabrics in order to find the most suitable fabric for the stated purpose.

Students are given a partially completed table which details materials which are used as either conductors or insulators of heat. Students complete the table by indicating whether the materials conduct or insulate heat or give an example of its use.

For each of eight provided situations students identify whether each is an example of evaporation, condensation or neither of these.

Students name things that are protected by paint. Students also explain why metal needs protecting.

Students identify three different places where food can be put to keep it cool. Students also explain why keeping food cool is beneficial.

Task: Students use observation and a key to identify native plants. Assessment focus: Using a classification key.

Students use a key to classify and describe a number of the illustrated insects and spiders.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

Students match photographs of bird beaks to the correct beak description and type of food it would eat.

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.

Task: read an article about releasing hand-reared kaka into a safe environment and answer questions about the research. Assessment focus: field investigations.

For this practical task students make observations about the effect of coloured lights on different coloured objects. Students then draw some conclusions about their findings.

Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.

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.