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For this task students identify what may cause clouds to be at different heights and then interpret weather information to answer a multiple-choice question about fog.

Students are provided with a diagram that shows some ways water moves in a water cycle. Students are required to explain what is happening in three places and explain how water that falls as snow might get to the sea.

Students are provided with a map showing wind speed and direction over some landforms. Students explain two ways that mountains affect the wind.

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.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

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

Students use a table of some substances and their pHs to answer four questions.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students classify 12 common substances as either a compound, mixture, or element.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.

For this task students use a diagram to explain the different seasons experienced in different hemispheres.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Task: students interpret diagrams to consider the effects of tidal changes on rock pools. Assessment focus: relationship of living things with their physical environment.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

For this practical task students are assessed on their understanding of the life cycle of a butterfly by putting pictures (of eggs, caterpillar, pupa, emerging butterfly, and butterfly) into the correct sequential order and answering some questions.