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Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

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

Students write a story about the water cycle using a given sequence of events that take place.

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.

Students explain two ways to make salt dissolve faster when in cold water.

This practical task requires students to plan and carry out a fair test to find out which paper type will soak up water the best.

Students complete a table for six common objects by stating the material used to make each object and a useful property of that material.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

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

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.

Task: View photograph to explain how a chiton protects itself in its environment. Assessment focus: identifying features that help to protect an animal in its particular environment.

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

Students use pictures of different types of parakeets to identify distinguishing features. NOTE: This resource needs to be used in colour.

For this practical task students investigate some features of craters, complete a table, and explain what they found out. Students then use a diagram showing some craters on the Moon to write as much information as they can about these craters.

This practical task assesses students' ability to design and carry out a fair test on the relationship between slope and rates of erosion.

This resource assesses students' understanding of erosion. Students order a set of diagrams showing the process of erosion in a river and write an explanation of how cliff erosion occurs by the sea.

For this task students explain the causes to the difference in height of water levels in a lake during spring, summer, and winter.

This task requires students to determine the best way to dissolve Milo the quickest. Students are given the opportunity to determine this by trial and error, then they are asked to write up their result and a conclusion.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.