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

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.

Students complete the wording for an advertisement about recycling. They need to complete sections on why, what, and how we recycle.

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 are provided with five rules to follow during a thunderstorm with lightning. Students select two of these rules and explain the science behind the rule.

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

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

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

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.

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

Students draw lines to divide up shapes into fractional parts.

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

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.

Task: Complete a drawing of things found in or near an ocean, and describe relationships between them. Assessment focus: interdependence in an ocean environment.

Some notes on the rabbit calicivirus are provided. Students use these and their own understandings of food chains to answer four questions.

For this NEMP task students fill in a postcard about a holiday. Students' writing is assessed on postcard conventions, content, and legibility.

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.

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.

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

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

Students formulate questions about glaciers and climate change to show awareness that informed opinions are based on inter-related aspects of evidence rather than individual instances.

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