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Students plan how to do a statistical investigation about a question that has been posed, and think about how they will collect their data.

Students explain three ways native birds could be affected if a stand of native bush found on farmland was removed.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

For this NEMP task student draw the cross section indicated on 6 different food items.

Students answer questions about the change in weight of dogs as a result of limited food and increased exercise.

Students are required to match plant parts with their function.

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.

Task: Students draw a labelled diagram of a plant indicating how it gets its energy. Assessment focus: photosynthesis.

Task: Read a table to answer questions about when birds are likely to visit a native garden for food. Assessment focus: interpreting a table.

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

Students read a story about rabbits and mark where the paragraph breaks should occur. The assessment focus is on organisation.

Task: Students give oral explanations about how the features of a weta or a mallard duck help it survive in its environment. Peer assessment sheets are included. Assessment focus: structure and function.

Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.

In this practical task, students use pictures of meat and salad fillings to work out all possible combinations of sandwiches. An optional activity is to make actual sandwiches.

For this practical task students investigate water (and dye) movement in a plant when the stem of a daisy is cut lengthwise into three sections. Students record their observations and then explain their results in a scientific way. Key words have been provided.

Students use an index page to identify the pages they should go to, in order to find specific information.

Students read a poem then use information from it to make inferences. Text not provided.

Students read about creating a bird ball and respond to six short written questions which assess their comprehension of instructions. SJ-2-2-1994. Text provided.

Assessment focus: ability to de-construct and interpret messages in advertising, so that students can understand meaning-making processes in the construction of imagery.

Students are provided with some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.

Students list four things that wouldn't work and the problems this would cause if there was a power cut to their home.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

This resource has four multiple-choice questions about photosynthesis.

Students explain the function of the veins, waxy layer of the upper surface of the leaf, how the shape of the leaf traps light energy and why the upper surface of the leaf is a darker green than the lower surface.

Students deliver an impromptu speech from a range of topics. Assessment guides A and B are suitable for this task.