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Task: Complete a drawing of things found in a garden, and describe relationships between them. Assessment focus: interdependence in a garden.

Students research and take notes in preparation for writing a biography of a famous New Zealander. Supports for this process and formative assessment points are given.

Students research and write a biographical recount on the life of a well-known New Zealander. Supports for this process and formative assessment points are given.

Students calculate the distance travelled by the tips of the hands on a clock, and calculate the speed of one of the tips.

Three key variables related to high altitude flight are displayed graphically. Students use the information provided to answer a series of questions about flight.

Task: Students suggest ways to stop sand dunes blowing on to farmland, and describe the predicted outcome of their suggestions. Assessment focus: application of knowledge of erosion to a specific situation.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

Students are asked to provide reasons for and against having zoos.

For this practical students make observations on water flow from three holes set at different heights in a container. They also investigate the effect on water flow if the top is on or off the container.

Students match each plant diagram to a description that matches the adaptation for each particular plant. They then explain two of their answers.

Students determine the probability of finding a lost cat in various locations marked on a grid map.

A council survey is to be sent out, and students are asked to give examples of representative samples.

Students match the names of five animal pests to notes on each of these pests.

Students select from the words 'certain', 'likely', 'unlikely', and 'impossible' to show the probability of a spinner landing on a defined area.

Students colour in three fish according to given instructions. They then explain the advantage of this colour pattern for each fish.

For this NEMP task students perform a range of tasks using fractions. These include ordering, subtracting, finding an equivalent and recording as a decimal and percentage.

Students colour in a diagram to show fractions, and calculate fractions from a word problem and a diagram.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

Students answer two multichoice questions giving explanations for their choice and two short answer questions.

Students compare cars from different eras. They describe how different features of modern cars make them safer. The task assesses students' understanding of how technology can make cars faster and safer.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

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 are provided with a narrative of two children who have gone back to the past at a time when dinosaurs existed. Students have a number of questions to answer during the narrative.

The focus of this resource is on selecting prepositions appropriate to the context.

Students read an advertisement then identify and explain some of its language features.