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Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.

Task: use information and observation skills to identify whether pictures of fish are either bony fish or sharks. Assessment focus: classification, interpreting a Venn diagram.

Students are provided with a diagram showing rock layers. Students use this diagram to answer a number of questions.

Students are provided with a weather map for the North Island of NZ and interpret this information to answer three short answer questions.

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.

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

Task: Make careful observations of a picture to decide what you can see and what you might know but can't see.

Task: Answer questions about a diagram, and explain how we get day and night. Assessment focus: day and night.

This practical requires students to place four photographs of kākāpo at different times in their life cycle in order from youngest to oldest. Students describe how the kākāpo changes from each part of the life cycle to the next. NOTE: This resource is intended to be used in colour.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

For this practical students make observations about dissolving, and plan and carry out an investigation to find out what makes sugar dissolve more quickly.

Task: Identify the position of the sun and the time of day when the shadows shown is formed. Assessment focus: shadows.

Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

For this practical task students record their observations as an egg is poached in water.

Task: Explain how to use the magnet to remove a drawing pin out of a glass of water without putting the magnet in the glass, touching the glass with hands, or spilling the water. Assessment focus: using knowledge of magnetism to solve a problem.

Task: Answer two multiple choice questions. Assessment focus: managing variables.

Students evaluate a fair test about whether salt or sugar solution dissolves faster.

Students identify which of 5 triangles fits a given description.

Students produce a simple written description, using nouns and adjectives with some precision.

Task: Students use recent information obtained from space exploration to show how and why beliefs have changed over time. Assessment focus: interpreting information about the provisional nature of science.

Students read scales to measure images of objects to the nearest tenth of a centimetre.

Students count the number of faces on various 3-dimensional shapes.

This task requires students to identify the shape name, the number of faces, edges and vertices of a selection of everyday objects.