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Task: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

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

Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.

Students continue a triangular pattern of dots on a fish and write a rule to describe the pattern.

Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

This resource requires students to answer five selected response questions about an index page from a book on travel.

Students compare different types of quadrilateral shapes and answer questions about which of a pair is a special case of the other one.

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.

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.

Students identify the number of faces for different 3-dimensional models.

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

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.

Students identify and record the number of significant numbers in both whole numbers and decimal numbers in a range of contexts.

Students write standard form numbers in ordinary form.

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

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

Students read a comic strip and answer questions about comprehension and inference. SJ-2-1-1991.

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

Students answer questions and make time calculations based on a camp timetable.

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.

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.

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.