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Task: Label a picture with ways to protect ourselves from the Sun, and describe why we need to do so. Assessment focus: protection from the Sun's rays.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

Students answer two multiple-choice questions about star movement during an evening and star colour and temperature.

For this task students are asked two questions about early Polynesian navigation. Students need to identify features of the environment that explorers would have used to navigate home and to find new land.

Students are given a key list of words associated with earthquakes. Student use these and their own knowledge to write a paragraph explaining five key points about earthquakes.

Students are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

For this task students are provided with a diagram of a landslip and an example of a possible cause of this. Students are required to list four other possible causes of landslips.

Students answer two multiple-choice questions about lightning and determine how far away a thunderstorm is by doing a calculation.

Students are required to identify two major weather features linked to cyclones and three examples of damage they can cause.

Task: Answer three questions. Assessment focus: condensation.

Students place in order, four diagrams showing the steps for making copper sulphate crystals.

Students cut out four drawings of different stages of a frog's life cycle. They place these in order, and then explain how the frog has changed.

Students explain the terms endangered and extinct. Students give two examples of animals that are endangered and give reasons for why these animal numbers have declined.

Students explain three ways native birds could be affected if a stand of native bush found on farmland was removed.

Students explain what the effects of draining a pond would have on the ducks and reeds that live there.

Students outline four things that would need to be done to look after a garden for a month.

For this practical task students cut out descriptions of body part functions and match these to the various labelled parts of a human.

Students answer three multiple-choice questions on the function of the lungs, heart, and kidneys.

Students are asked to identify the larger group that each of the following animals belongs to: turtle; swan; lizard; deer; frog; and rabbit. An example has been given to model this task.

Task: answer two questions about features of bats. Assessment focus: classification.

This task is about finding the solutions for linear equations.

Students select graphs on a Cartesian plane when their gradient and y-intercepts are given.

Students solve number problems involving prices which include and exclude GST.

Students order whole and decimal numbers from smallest to largest.

Students convert percentages to decimals.