Refine Current Search

Task: Answer questions about the fire triangle. Assessment focus: elements necessary for combustion.

Students answer two multichoice questions giving explanations for their choice and two short answer questions.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

For this practical task students investigate some features of craters, complete a table, and explain what they found out. Students then use a diagram showing some craters on the Moon to write as much information as they can about these craters.

Students compare cars from different eras. They describe how different features of modern cars make them safer. The task assesses students' understanding of how technology can make cars faster and safer.

Task: Use information about differences between moths and butterflies to decide which category examples belong to, and identify what evidence was used. Assessment focus: observation, using evidence.

Task: Match statements about materials that sound travels through, with corresponding science idea. Assessment focus: choosing evidence to support a science idea.

Task: Complete a drawing of things found on a dairy farm, and describe relationships between them. Assessment focus: interdependence in a dairy farm environment.

Task: Complete a drawing of things found in or near an ocean, and describe relationships between them. Assessment focus: interdependence in an ocean environment.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

This task requires a hyacinth bulb to be set up in a glass container. As it develops and grows students make observations.

Students are provided with a narrative of two children who have gone back to the past at a time when dinosaurs existed. Students have a number of questions to answer during the narrative.

Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.

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

Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

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

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.

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: 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: 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.