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On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.

Students interpret a weather map to answer three multiple-choice questions on information it contains.

Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

This practical task requires students to describe to a partner their observations about an ice cube melting. Students then develop questions about what they observe.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

Students solve multiplication problems involving negative numbers, finding the biggest and the smallest products.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

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

A school journal article on living in a Japanese home is the context for this assessment that focuses on locating information and general comprehension. SJ-1-3-1994. Text provided.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

Students reflect on notes taken during a rugby game to write an effective report. They also consider some features that will add effect to their report. A link to student support material is given under the "Working with Students" tab.

This is a resource in which the students read a short story 'The Reading Room' and answer ten short written questions. SJ-3-1-1998. Text provided.

Students complete a cloze passage with 20 blanks on polio to create well-formed sentences.

Students use visual clues in a comic strip to answer inferential questions.

This resource requires students to answer four selected response questions on a table of contents from the book 'Antarctica'.

This resource requires students to construct a graph on data for temperature and depth below the Earth's crust. Students then answer four questions about this.

This task requires students to develop questions about their local geology and name possible information sources.

For this practical task students determine the viscosity of different household susbstances such as golden syrup, cooking oil, fruit juice etc. Students complete the experiment and construct a chart showing their results and observations.

Task: Students identify which different events threaten our native birds or have done so in the past. Assessment focus: identification of the specific impacts of human actions.

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

A poem about Samoa is read and then retrieval and inference questions are answered about the author's choice of title and her key ideas. Text provided.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

This practical task assesses students' ability to identify the larger group that four animals belong to and then to identify the features that those groups have using animal cards and labels.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

Students read the description of a number of surveys and explain why the sample is biased.