Refine Current Search

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.

This practical task requires students to order five photographs of the life cycle of a Harrier Hawk. Students describe the changes that have occurred in each part of the lifecycle. NOTE: This resource is intended to be used in colour.

This assessment task requires students to graph data on the size of the ozone layer over Antarctica. Students then answer four short questions relating to the data and their graph.

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

This task assesses student ability to find the text features of a science report about moa.

This task assesses student ability to find the text features of an explanation of a scientific idea.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.

Students interpret a pie graph by answering questions on how city rates were spent over one year.

For this NEMP task students use all addition and subtraction operations in calculations involving fractions.

For this NEMP task students performs a series of increasingly difficult addition problems presented in vertical algorithms.

For this NEMP task students calculate the answers to a series of subtraction problems.

Students explain what the effects of draining a pond would have on the ducks and reeds that live there.

Students identify the centre of enlargement and the scale factor for an enlargement on a grid.

In this practical task, students cut out regular polygons and decide whether that shape will tessellate.

Task: View photograph to explain how a chiton protects itself in its environment. Assessment focus: identifying features that help to protect an animal in its particular environment.

A newspaper story about a runaway weather balloon with a map that tracks its progress is the context for this assessment. Students read it to answer retrieval and inferential questions.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.

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

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 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 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 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.