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For this task students identify what may cause clouds to be at different heights and then interpret weather information to answer a multiple-choice question about fog.

Students are provided with a weather map showing the lower North Island of NZ. Students are required to interpret this map to answer three short answer questions.

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

Students classify 12 common substances as either a compound, mixture, or element.

Task: Answer two multiple choice questions. Assessment focus: managing variables.

Task: Use displacement to measure volume. Assessment focus: displacement.

Students read a passage about a proposed fair test and then list four variables that need to be controlled.

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

Students read some information about testing the absorbency of different papers. They outline two features that need to be kept the same if the tests were to be fair.

Students answer five questions about 'fair testing' for an outlined investigation.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.

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

Students use two diagrams of the night sky to answer a multiple-choice question on each.

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

Task: Answer questions about what happens to the light form a torch. Assessment focus: light.

Task: Answer a multiple choice questions about what would be seen on earth if a meteor hit the moon, and explain why that answer is correct. Assessment focus: how sound and light travel.

For each of eight provided situations students identify whether each is an example of evaporation, condensation or neither of these.

This task consists of two multiple-choice questions on humidity.

Students are given a mind map showing some properties of carbon dioxide. Students identify each of these as either a physical or chemical property.

Students use a list that has some properties of glass to help them answer four questions about glass use.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.