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Students match descriptions of how many corners and sides 2-dimensional shapes have with their corresponding pictures and then describe one shape this way.

From visual stimuli and a series of simple statements that describe physical features, students identify which animal is being described.

From visual stimuli and a series of simple statements that describe physical attributes, students identify which animal is being described.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

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

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

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.

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

Task: Use a key to identify six different metals from the descriptions provided. Assessment focus: using a key to identify metals.

Students create character vignettes with a focus on writing pieces that are brief, descriptive and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students estimate and explain how they estimated their answer for two number problems: one involving multiplication; and the other division.

Students use the Beaufort Scale, found on the Met Service website, to answer questions about wind speed.

Task: Identify seasons from events described. Assessment focus: seasons.

Students complete a table and write a rule about the number of leaves on a growing plant.

Students prepare an oral book review. The assessment focus is on the ability to summarise, read fluently, and promote the book. Oral Language Assessment Guide C is suitable for this task.

Students are provided with a weather map for the North Island of NZ and interpret this information to answer three short answer questions.

This task is about describing the behaviour of light rays.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Using a labelled flower, students select the parts which are responsible for seed formation, pollen production, and bud protection.

Students are provided with a diagram of a bag used in solar showers. They answer questions about this bag relating to heat absorption, heat transfer, and radiation.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

Students read a boy's description of himself, identify the places in which capital letters have been omitted for proper nouns, and insert these.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.