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Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

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

Students read an article on starfish and find factual information to complete a retrieval chart and answer comprehension questions. SJ-1-2-1999. Text not provided.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

Students order litre and millilitre capacities from smallest to largest, compare given capacities and explain how they know whether one is larger/smaller or the same.

Students read a one-page article on DNA testing and answer four selected response questions about the aim and purpose of the article.

This practical task requires students to carry out three tests to find out if each element is a metal or non-metal.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Students decide if a graph is suitable to display category data and explain the reasons.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Task: students interpret diagrams to consider the effects of tidal changes on rock pools. Assessment focus: relationship of living things with their physical environment.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

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

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Task: Students play a tag game that simulates the relationships between elements within a waterway and discuss how different scenarios impact on the populations living there. Assessment focus: changes within a habitat affect everything living there.

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.

This comprehension task assesses student ability to find details that relate to the main idea of a text about a Māori naturalist/scientist. Students are asked to read a text, find details about the given main idea, then justify why they think the main idea is right or wrong.

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

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.