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From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

From a key of terms (heat, kinetic, light, potential and sound), students select the word which describes some common examples of energy change.

This resource assess students' understanding of circuits when they explain what is wrong in five different circuit diagrams.

Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.

Students classify the type of energy used in seven given examples as being either potential energy, kinetic energy, or radiant energy.

Students indicate on a circuit diagram where they would place switches in order to achieve various situations, such as the lamps being on, off, and other combinations.

Students are given diagrams of an experiment on photosynthesis using pond weed. Students are asked to put the diagrams of the experiment into the correct order, to give an aim, identify the gas produced, name the process in plants that produces this gas, and to write a conclusion for the experiment.

Students explain the function of the veins, waxy layer of the upper surface of the leaf, how the shape of the leaf traps light energy and why the upper surface of the leaf is a darker green than the lower surface.

Students read about the adaptations of a fictitious dinosaur, and then draw and colour in a picture of a dinosaur that illustrates these adaptations.

Students explain their understandings of the benefits of having trees in the school playground.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

A diagram of the bottom row of teeth has been provided. Students draw a line from each tooth name (canine, molar, and incisor) to an example of that tooth type in the diagram. Students then fill in a table where they explain what each tooth type does.

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.

Students are asked to match six everyday objects to the main energy transformation that occurs in each of these objects.

Students are provided with a diagram of a bag used in solar showers. They answer questions about this bag relating to heat absorption, heat transfer, and radiation.

Students indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.

This task requires students to give three ways of keeping a sandwich fresh for lunch.

This task assesses students' understanding of the states of matter by requiring them to draw and label diagrams of water as a solid, liquid , and gas.

Task: compare features of sea mammals and fish, and describe two features of mammals. Assessment focus: classification of fish and mammals.

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

Students are provided with some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.

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 are provided with two photographs of an area, one before a tree planting programme and one five years later. Students are asked to write an article on how tree-planting helps the environment.