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Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.

Task: Plan a fair test to see if adding salt water to water affects how long it takes to freeze. Assessment focus: managing variables.

Using provided data students decide which of three liquids would freeze if placed in a freezer. Students explain what happens to particles when they freeze and how the level changes due to freezing.

Task: Match items to the correct temperature. Assessment focus: temperature.

Students use a table of information on melting points and boiling points of six different substances to answer questions about states of matter.

Students write a story about the water cycle using a given sequence of events that take place.

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 answer questions about the size of a balloon as the air temperature changes. The resource assesses students' understanding of the effect of temperature on gases.

A joke about a parrot is the context for this resource that assesses understanding of idioms and the interpretation of humour.

Students listen to a text about cacti and recall information from it in multiple-choice questions. SJ-2-3-1993. Text not provided.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Task: Answer questions about how a thermometer works. Assessment focus: expansion of water on heating.

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.

Students read an article on milking cows and then find information in it to complete a retrieval chart.

Students are given the definitions for permanent and temporary change. The students then give two examples from the kitchen of each type of change.

Students construct a line graph after reading a short story about how hot or cold a bear felt at different times during the day.

Task: Predict, Observe, Explain, (POE) activity observing what happens to air in a balloon when it is heated. Assessment focus: behaviour of gases when heated and cooled.

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: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

This comprehension task assesses student ability to identify important information and establish the main idea of a text. SJ-2-2-2006. Text provided.

Students read an extract from Steinbeck's 'Of Mice and Men' to answer retrieval and inferential questions.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

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

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.