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Students answer three multiple-choice questions about fossils and how they are formed.

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: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Students identify where heat is lost from a house, explain ways to reduce heat loss and suggest ways to reduce heat loss.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Students read an article about an investigation into the sustainable harvest of pīkao and identify key features of the investigation. Assessment focus: interpreting information about how scientists work.

Task: Students suggest ways to stop sand dunes blowing on to farmland, and describe the predicted outcome of their suggestions. Assessment focus: application of knowledge of erosion to a specific situation.

Task: Read information and compare the special features that influence the chances of survival of black robins and fantails. Assessment focus: interpreting text to identify risk factors for survival.

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 are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Students use provided symbols to write formula and to draw diagrams of different compounds.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students use information on nine elements from the periodic table to answer four short questions.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

Students explain the terms physical and chemical change. Then they read a passage of text and identify the six changes that have occurred and state if each change is a physical or a chemical change.

Students classify five described changes as either a chemical or a physical change.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.

Task: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

In this task, students look for patterns in electron arrangement in the periodic table. They use their ideas to place missing elements in the table, answer some questions about the patterns, and use the patterns to predict the properties of some elements.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students draw a line from each genetic term to its correct definition.