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Students answer questions about how a road moves after an earthquake.

Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.

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.

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.

Task: Look for the similarities and differences in leaf patterns to answer questions about observations and evidence.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

Students look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.

Task: Make careful observations of objects in a picture to assess the size of one of the objects.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Task: Select whether statements about the Moon are true or false. Assessment focus: the Moon.

For this practical task students are given a variety of objects which they are required to make observations on by using their senses.

Students are provided with a situation where the bank on the school field is eroding. They are asked to write a plan for a tree-planting programme that would help to slow down the erosion.

Students use a diagram of a cutting showing exposed rock layers to answer questions about their formation, age, and geological history.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

Students classify a range of animals as mammals, birds, or fish.

Task: Discuss opinions, presented as a concept cartoon, about why a toy car rolled down a slope eventually stops and develop group explanation. Assessment focus: explanations

For this task students are asked to explain the cause of weathering of rocks and to identify the hardest and the softest rock in a column of rock.

Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

Students are provided with two star maps as seen from Wellington at two different times of the year. Students are asked to explain why the stars on the map appear in different parts of the sky depending on the time of the year.

Students use a diagram of a solar eclipse to answer four questions.

Task: Describe problems caused by cutting down trees on a bank. Assessment focus: erosion.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

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.

Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.