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Task: Predict, Observe, Explain, (POE) activity observing what happens to air in a balloon when it is heated. Assessment focus: behaviour of gases when heated and cooled.

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.

Students work out the stock rate (number of sheep per hectare) for a farm and use it to determine the maximum number of sheep for the winter.

Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.

Students are provided with a map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

Task: Use a diagram to answer questions about seasons and day and night. Assessment focus: relationship of Sun and Earth.

For this NEMP task students use multiplication and division operations in calculations involving fractions.

For this NEMP task students listened to a set of directions, then followed instructions to show this information on a map.

This task is about finding the circumference of a circle using two different radius measurements.

For this practical task students write a plan to find out if a microwave has a 'hot spot'. Students carry out their plan, collect, and interpret results.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

Students decide which arrow on three spinners is most likely to point to white, and explain their reasons.

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

Students place photos of a canoe trip in order, then use them to write a narrative with a beginning, middle and end.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

Students place photos in order, then use them to write a narrative with a beginning, middle, and end.

Students are required to read a poem to a small group. A preparation checklist for students is provided. A self-assessment guide for students and a parallel scoring guide for teachers are provided.

Students interpret time frames and slope from a graph showing the area of a painted wall over time.

Students use a video clip as the stimulus for completing a poem. Scaffolds are provided for this process.

Students make choices about which adjectives to use to create a poem about a school of fish. A video clip provides the stimulus for this task.

Students are assessed on their ability to find details and identify the main idea of a narrative about a Cook Island tradition.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.