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

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

This practical task requires students to plan and carry out a fair test to find out which paper type will soak up water the best.

Describe methods for speeding up and slowing down melting of an ice cube using one of three provided objects, and explain why the methods would work. Assessment focus: planning an investigation.

In this NEMP task students discuss observations of six unknown common household powders. They design a chart for results, find properties for each, and identify what each powder is. Assessment focus: identifying substances; teamwork.

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

Students complete a table to show a fitness plan pattern, finish a rule to describe the relationship, and answer questions to demonstrate their understanding of the pattern

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

Student solve addition problems where the missing value is located in different positions. This may mean that students transform the problem into a subtraction one. Students reflect on the easiest and hardest problems, and explain their choice.

Students write both open and closed questions about the importance of smartphones to students their age.

For this practical task students write a plan to find out if a microwave has a 'hot spot'. Students carry out their plan, collect, and interpret results.

For this practical students make observations about dissolving, and plan and carry out an investigation to find out what makes sugar dissolve more quickly.

Students conduct a statistical investigation about their prediction of the most common words used in English. They make graphs, describe their shape, and compare their own graph with ones that other students produce.

Students state what things will affect how far a cube will travel when flicked in the middle with a ball-point pen, and conduct an experiment to see what happens in practice.

Students calculate how price changes affect a purchase.

Students outline four ways of improving a given plan for an investigation to make it a fair test.

Students match bar graphs to tally charts.

This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

Students show the number of people in a survey as a fraction and indicate their understanding of sampling.

Students give a 'show and tell' speech to a group of 4-5 students. The audience will ask questions at the conclusion of the speech. Scoring guides are provided for teachers.

Students present an instructive speech to the class or small group. Some topics are provided as examples and scoring guides for teachers are attached.

Task: Select cards to show how to control the variables of an investigation into the rolling distance of marbles on different surfaces. Assessment focus: controlling variables.

Students write a report on a table of data and make recommendations from their report.

For this practical task students investigate some features of craters, complete a table, and explain what they found out. Students then use a diagram showing some craters on the Moon to write as much information as they can about these craters.