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Students look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Students interpret information presented in a pie graph to answer questions.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

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

Students answer questions about time and average speed given a rate of walking.

Students use addition and subtraction to solve story problems and show their equations.

Task: Sort cards to identify how four items of rubbish will impact on the beach, plants and animals that are found there, and humans. They then select items to remove and leave, and justify their decisions. Assessment focus: impact of materials on the environment.

This focus of this resource is punctuating direct speech. Students drag speech marks, commas, and full stops into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

Students interpret a bar graph showing the number of different types of shell collected on a beach.

Students read a poem to explore the language it uses. SJ-4-3-1995. Text provided.

Students are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

Students follow a story about searching for gold on an island. In the process they answer five questions about landforms.

Students use a protractor to locate towns on a map from given compass bearings.

Students are given some information about what to do when whales are stranded on our beaches. They answer three questions using this information to help them.

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

Students view a television advertisement, and answer questions about advertising techniques and the effect on the audience.

Students study a brochure and identify the visual features that link to its purpose.

Students read a poster on sand dunes to answer retrieval and inferential questions.

For this NEMP task students interpret a promotional map of the Coromandel Peninsula.

Students order a 1- and 2- digit number series and a 3 digit number series.

Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

Students calculate the area of a block of land and calculate a width given the area. The questions also involve working with hectares.