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Students are assessed on their ability to find details that relate to the main idea of a text about a flood. SJ-2-2-2004. Text provided.

Assessment focus: ability to interpret visual texts though de-constructing messages to access multiple layers of meaning, by drawing on both the text and previous knowledge and experiences.

Task: Match recycled materials to their possible uses, and justify reasons for recycling. Assessment focus: reasons for recycling.

Task: Match animal pests to the harm they cause, and use information about pest control. Assessment focus: animal pests and their control.

Task: Students play a tag game that simulates the relationships between elements within a waterway, and discuss how different scenarios impact on the populations living there. Assessment focus: changes within a habitat affect everything living there.

This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.

Students are assessed on their ability to identify the main idea in a text about bridge construction.

Students read a text on shoplifting to answer retrieval and inferential questions.

Task: Explain how a change in the cockle population has affected one or more organisms in a food web in the short and long term. Assessment focus: Sorting observations and inferences; reading food chains and; using a food web diagram to predict impact of change.

Task: students interpret diagrams to consider the effects of tidal changes on rock pools. Assessment focus: relationship of living things with their physical environment.

Task: Make careful observations of objects in a picture to assess the size of one of the objects.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

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

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Students read about a flu immunisation program and answer five questions to show their understanding of the text.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

Students answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.

Task: Demonstrate understanding of the pupil reflex of the eye, and apply this to answering questions about sunglasses safety. Extension questions probe understanding of who decides on and applies safety standards. Assessment focus: effect of UV light on the eyes and how it can be mediated by simple sunglasses technology.

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.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.