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Students use a list that has some properties of glass to help them answer four questions about glass use.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students answer three questions about information found on a bottle of bleach.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Students read some notes about kākāpō, and answer questions on how the kākāpō is distinct from other parrots, and why these birds are endangered.

Students are provided with four diagrams of different types of fossils. Students are asked to explain the type of information each of these fossils could provide.

Notes on reproduction in some animals have been provided, and students are asked to give reasons for the different processes.

Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

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

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

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

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: Identify how features/adaptations of a starfish help it survive, and decide whether the amount of evidence from scientists' observations supports or does not support their theory/inference. Assessment focus: using observations as evidence to inform theories.

Task: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

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

Task: Match statements about materials that sound travels through, with corresponding science idea. Assessment focus: choosing evidence to support a science idea.

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: 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 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: 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.

Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.

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

Students are given the definitions for permanent and temporary change. The students then give two examples from the kitchen of each type of change.