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Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

Task: Predict, observe, and explain where a piece of wood floats in a container of water and oil. Assessment focus: flotation related to density; explaining predictions.

This task requires students to indicate the invariant properties of four transformations (translation, reflection, rotation, enlargement).

This task is about using evidence to find the main idea of a text. Students read a narrative text with a Māori context, find two groups of details, then select the main idea from four choices. Note that the text deals with the hunting and slaughter of pigs, which may be a challenging concept for some of your students. SJ-4-2-2004. Text provided.

Students identify qualities of structure, voice, body language, and rapport for a speech.

Students prepare a talk for a group or the class about a book. The assessment focus is on both content and delivery. ARB scoring guides A and B are suitable for this task.

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

The resource consists of two multiple-choice questions about solubility and saturated solutions.

Students indicate for each of six different variables those that need to be kept the same for an investigation about dissolving different types of sugar.

This task requires students to indicate, in a table, the invariant properties of four transformations (translation, reflection, rotation, enlargement) of a picture of a traffic light.

Students are provided with a diagram of a rocket showing the different stages. Students use this to answer four questions.

Students use a diagram of a solar eclipse to answer four questions.

Task: Describe problems caused by cutting down trees on a bank. Assessment focus: erosion.

Task: Answer questions about a planned wildlife reserve. Assessment focus: interdependence of animals with their habitat.

This practical task requires students to record temperatures of various areas in the school and to suggest reasons why some areas are warmer or cooler than others.

For this practical task students are assessed on their ability to record their observations of the decomposition of a cut slice of pumpkin over a two week time period.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

Students determine the probability of events related to a grid map.

This practical task assesses students' ability to record and graph data, and draw conclusions, as they conduct an experiment on the rate at which an ice cube melts in different temperatures.

Students explain three ways native birds could be affected if a stand of native bush found on farmland was removed.

Students identify the invariant properties of a translated and an enlarged shape.

Students use a diagram that shows a proposed site for a town that has a river running through it. Students identify where it would be best to collect drinking water, and how town planners could stop the town from flooding.

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.

Students are required to match plant parts with their function.

Task: Complete a drawing of things found in an area of native bush and describe relationships between them. Assessment focus: interdependence in a native bush environment.