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Students decide on the variables that will make an experiment about boiling water a fair test. Assessment focus: Recognising multiple variables.

Students listen to a folktale then recall information from it by answering multiple-choice questions.

Task: explain the effect of temperature on metal and wood. Assessment focus: the effect of heat on different materials.

Students use cuisenaire rods to work out part-whole fraction problems.

Students read an article about an investigation into the sustainable harvest of pīkao and identify key features of the investigation. Assessment focus: interpreting information about how scientists work.

Students compare the overall distribution of two graphs and describe their reasons.

A lively narrative about a pig hunt provides the context for this listening comprehension resource. Students recall information and make inferences.

Students are assessed on their ability to identify important information and the main idea of an article about plants. Junior Journal 27, reading age 7.5-8. Text provided.

Task: Students fill in a chart to select the best material for making 6 objects, and give reasons for their answers. Assessment focus: properties of materials related to use.

Students are assessed on their ability to find details to identify the main idea of a text about conservation projects for endangered species.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

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.

Students are assessed on their ability to find details and identify the main idea of a narrative about a Cook Island tradition.

This comprehension task assesses a student's ability to use evidence in a text to work out what a poem could be about as it is disclosed in stages.

Assessment focus: finding details to support the main idea of an informational text, and justifying why they agree or disagree with the main idea presented. The text used is about environmental issues to do with endangered native species.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

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

Students are assessed on their ability to find and synthesise details to explain the main idea of a text. The text is focused on adjusting to life as a separated family. SJ-3-2-2006. Text provided.

Students read a narrative about a family's encounter with a stray cat. They then use evidence from the text and their background knowledge to evaluate the characters. SJ-1-3-2008. Text provided.

Students use the information in an article to interpret the body language of cats in nine different pictures. This task assesses student ability to bring together written and visual texts to show their comprehension. The text is reproduced in the Teacher information pages. SJ-3-1-1990. Text not provided.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.