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Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

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 read an article on kiwi and answer multiple choice questions that focus on inference and information retrieval.

Students calculate scores for teams at a school swimming sports.

Students write four questions about an animal they would like to research.

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.

For this classification task students identify from pictures all the animals that are mammals.

This task assesses student ability to find the text features of a science report about moa.

Students indicate the links between different examples of vertebrate animals and their classification features by shading the correct links on the diagram provided.

Students read a visual and written text about native plants and animals to answer retrieval and inferential questions.

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.

Students listen to instructions on where to go when visiting the zoo, then draw the path on a map. The assessment focus is on listening, recalling, and following instructions.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

This assessment takes the context of the New Zealand flag and has questions that focus on presenting, layout, symbols, and visual cues.

Students read a poster on sand dunes to answer retrieval and inferential questions.

Students explain the terms endangered and extinct. Students give two examples of animals that are endangered and give reasons for why these animal numbers have declined.

Task: circle the animals that are birds, then write two ways to tell they are birds. Assessment focus: classification.

Students write headlines for brief newspaper items. This task assesses student ability to summarise text as a headline.

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.

This resource assesses points of view on the issue of keeping score in sport, with the task being to match statements to the views expressed by four students.

Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.

Task: Match cards to show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students match ten topics or subjects to the correct Dewey Decimal call number.

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

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.