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Students are provided with a weather map showing the lower North Island of NZ. Students are required to interpret this map to answer three short answer questions.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Students construct a line graph from provided data, and then write a summary about the data.

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

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

Students are provided with nutritional information on three different types of milk. Students use this information to answer a number of questions.

Students use information on the properties of five different drinks in order to place them correctly into a key.

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.

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

Task: Students play a card game to construct a waterways relationships web. Assessment focus: relationships within a waterways ecosystem.

Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.

For this task students use a diagram to explain the different seasons experienced in different hemispheres.

For this NEMP task students use a key to name five small animals. They answer a question about the gas animals need to survive.

Using illustrations from five different beech trees and a key, students are asked to identify which type of beech tree each leaf comes from.

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

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

This practical task requires students to follow an experimental design that investigates various forms of insulation. They are required to gather results, make a conclusion, and identify the variables.

Task: Answer two questions about setting up a fair test and another about insulating houses. Assessment focus: controlling variables.

Task: Use displacement to measure volume. Assessment focus: displacement.

Task: Make a sound gun and use it to investigate what happens to a candle when the end of the sound gun is tapped. Assessment focus: sound waves.

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

Students describe the images seen in flat and convex mirrors.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.