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Students are given results from an investigation looking at light intensity and its effect on the rate of photosynthesis in two plants. Students are required to draw line graphs of this data and then answer a number of questions pertaining to this.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

Students explain why different animals have their eyes placed in different positions on their head.

This resource has four multiple-choice questions about photosynthesis.

Using a diagram of a crab, students explain some of the crab's adaptations.

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.

Students are required to match plant parts with their function.

Task: Identify from an experiment the preferred living conditions of slaters, and use a fact file to suggest reasons why. Assessment focus: interpreting results of an investigation.

Task: Students use a labelled diagram of a pitcher plant to answer questions about survival. Assessment focus: features for survival.

Task: students answer questions about features of the fennec fox. Assessment focus: adaptations.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

Task: Students give oral explanations about how the features of a weta or a mallard duck help it survive in its environment. Peer assessment sheets are included. Assessment focus: structure and function.

Students use a table of some substances and their pHs to answer four questions.

Explain how to test if a solution is an acid or not, and describe and explain what happens if rusty nails are put in an acid. Assessment focus: acid reactions.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.

Students use a table about properties of different materials to answer questions about this, and to group the materials listed into two groups.

In this NEMP task students conduct a test to identify whether a number of substances are acid, base or neutral. They also answer a question about neutralising. Assessment focus: testing acid or base.

Students interpret distance-time graphs for a number of scenarios.

Task: Using the given pH, classify 10 common substances as acidic, basic, or neutral. Assessment focus: knowledge of the pH scale

This practical task assesses students' ability to identify the features of four invertebrate groups using labels and animal cards.

For this practical task, students join 'dominos'. They match an animal feature on the initial 'domino' with the appropriate animal picture on the next 'domino'.

Students construct three different sized parachutes from plastic bags. They then carry out a fair test to see which sized parachute is the most effective. Students answer questions about fair tests, collect and record their results, and make a conclusion.

Task: identify micro-organisms. Assessment focus: using an identification key

Task: Match terms with definition. Assessment focus: science vocabulary.