Refine Current Search

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students create a character vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

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

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: 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.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

Students identify a correct statement about the comparing the overall distribution of two dot plots.

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.

Students show or explain how two different fraction numbers can represent the same fraction.

Students identify the larger of two improper fractions and drag a number of improper and mixed fractions into ascending order.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

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

Students create a vignette with a focus on writing that is brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

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.

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.