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Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

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: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

For this practical students are required to investigate how the use of pulleys affects the effort force needed to raise a load. Students gather results, write a conclusion, and describe two situations in which a pulley system would be useful.

Task: Match terms with definition. Assessment focus: science vocabulary.

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

Students read a recount about New Zealanders travelling in Africa, then answer retrieval and inference questions. The text is provided.

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: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.

Students select an appropriate simple algebraic expression for a number of different situations.

Students calculate the area of four different triangle shapes on a grid.

Students complete subtraction equations by selecting from a range of numbers.

Students read an article on cold water survival and retrieve information from this text.

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

Students first do the science activity Throwing Balloons 2 (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Task: Include three given words in an explanation about how ramps work. Assessment focus: work, distance and force.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Students interpret distance-time graphs for a number of scenarios.

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

Students read an article about Tuatara to be able to fill in a chart with specific information. SJ-1-3-1998. Text provided.

Students select the correct statement that matches a given graph.

Students read a poster on sand dunes to answer retrieval and inferential questions.

Students read opinions written by four different students and make inferences to answer comprehension questions.

Students read the letters written by four different people and identify the main idea of each letter.