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Students deliver an impromptu speech from topics that are suitable for secondary school. Assessment guides A, B, and C are suitable for this task.

Students answer short questions to show their knowledge of heat transfer through metal and plastic spoons.

For this practical task, students cut out descriptions of body part functions, and match these to the various labelled parts of a dog.

Students calculate how many possible combinations there are when given different numbers of menu items.

Students write down three features of plastic that makes it useful in the home.

Task: Use information from pictures and background knowledge to complete a chart. Assessment focus: the purpose of the special features of some animals' tongues.

Students identify the 2-dimensional shape that cross-sectional slices of food make.

Students read about a visit to the islands of Kiribati by a New Zealand flight inspection team to answer retrieval and inferential questions.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

Students are provided with nutritional information on three different types of milk. Students use this information to answer a number of questions.

In this practical task students predict what the widthwise and lengthwise cross-sections of a selection of fruit and vegetables would look like.

Students read an article on starfish and find factual information to complete a retrieval chart and answer comprehension questions. SJ-1-2-1999. Text not provided.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.

Students order fractions from smallest to greatest, and work out fractions of an amount.

Students read an article about Tuatara to be able to fill in a chart with specific information. SJ-1-3-1998. Text provided.

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.

Students conduct a practical, statistical investigation. They decide on the question to investigate, conduct the survey, complete the tally chart, and construct and label a bar graph.

Students read some notes about kakapo, and answer questions on how the kakapo is distinct from other parrots, and why these birds are endangered.

Students use pictures of food items to work out all the different combinations of combo meals that can be bought at Yum Takeaways.

Students match bar graphs to tally charts.

Students are provided with a graph of lizard numbers on an island. They answer three questions about this graph.

Students explain what the effects of draining a pond would have on the ducks and reeds that live there.

Students outline four things that would need to be done to look after a garden for a month.

Students answer three multiple-choice questions on the function of the lungs, heart, and kidneys.

Students put fractions of a number of different biscuits eaten on to a picture of Cookie Monster.