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Students answer three short answer questions on weather, frost, and clouds.

Task: Answer three questions. Assessment focus: condensation.

Students identify which substances undergo a permanent change when they are mixed together.

Students explain how two armoured reptiles' adaptations protect them from being eaten by predators.

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.

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Choose which toy vehicle will roll further, and explain why. The two vehicles are set up under different conditions (ramps at different slopes, rolling onto different surfaces at the bottom). Assessment focus: science explanations using ideas about forces and energy.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

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: Students read a short written text to explain how the special features of wild ginger help it survive. Assessment focus: explanation of wild ginger's special features and why it is a pest plant.

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

Students answer two multiple-choice questions about star movement during an evening and star colour and temperature.

For this task students are asked two questions about early Polynesian navigation. Students need to identify features of the environment that explorers would have used to navigate home and to find new land.

Students answer two multiple-choice questions about lightning and determine how far away a thunderstorm is by doing a calculation.

Students answer three questions about the Hubble Space Telescope.

Students answer questions about energy transformation.

Assessment focus: insulation.

Explain how to test if a solution is an acid or not, and describe and explain what happens if rusty nails are put in an acid. Assessment focus: acid reactions.

Task: Select the corect term for stored energy, identify the type of stored energy of three examples, and describe energy transformations. Assessment focus: potential energy.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

Task: Using the given pH, classify 10 common substances as acidic, basic, or neutral. Assessment focus: knowledge of the pH scale

Students interpret distance-time graphs for a number of scenarios.

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.