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Students read the letters written by four different people and identify the main idea of each letter.

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

Students read an article on cold water survival and retrieve information from this text.

Students read a story 'The Gift' and answer questions about comprehension, point of view and inference.

Students recognise equal and different likelihoods when playing a game of chance.

Task: Match cards to show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students read an article about an investigation into the sustainable harvest of pīkao and identify key features of the investigation. Assessment focus: interpreting information about how scientists work.

This task has students writing about themselves. Assessment focus: the use of capitals.

Students use a table of contents from a book about deserts to answer questions.

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

Students read a collage of students' statements about the battle at Gallipoli and respond to questions on fonts, symbols, visual background, and issues. SJ-4-2-1997.

This resource requires students to answer four selected response questions on a table of contents from the book 'Antarctica'.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

This practical task requires students to follow instructions for making a 'green fridge' to determine its efficiency. Students collect and record data from their investigation and answer questions.

Task: Predict whether given objects will float, investigate, then record and explain results. Assessment focus: flotation.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

Task: read an article about releasing hand-reared kaka into a safe environment and answer questions about the research. Assessment focus: field investigations.

This task requires students to order four photographs of the life cycle of the Paradise Duck. Students describe the changes that have occurred in each part of the lifecycle. NOTE: It is intended that this resource be used in colour.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

Students construct three different sized parachutes from plastic bags. They then carry out a fair test to see which sized parachute is the most effective. Students answer questions about fair tests, collect and record their results, and make a conclusion.

This resource requires students to construct a graph on data for temperature and depth below the Earth's crust. Students then answer four questions about this.

Task: Students play a card game to construct a waterways relationships web. Assessment focus: relationships within a waterways ecosystem.

Students read a report on a fisheries officer's work and make mainly short written responses. The assessment focus is on comprehension and vocabulary. SJ-3-3-1990. Text provided.

Students decide on the variables that will make an experiment about boiling water a fair test. Assessment focus: Recognising multiple variables.