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For this practical students use provided definitions to classify 12 objects as either transparent, translucent, or opaque.

For this practical task students use their knowledge about the properties of gases to explain their observations when they blow up a balloon that is inside a bottle and a balloon that is not inside a bottle.

For this practical task students are provided with four types of plant storage organs. They classify examples as one of these types of food storage organ. Students also look at the tap root and a tuber and describe the main differences between them.

Students are provided with some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.

Students are provided with four diagrams of different types of fossils. Students are asked to explain the type of information each of these fossils could provide.

For this NEMP task students write about parts of the snail that help it survive.

For this NEMP task students write about the parts of a praying mantis that help it survives.

Students explain adaptations of kangaroos and horses to protect their young.

Students design a low energy house.

Students list advantages and disadvantages of recycling. The assessment focuses on students' ability to identify impacts on the environment and its inhabitants (including people).

Task: Students suggest ways to stop sand dunes blowing on to farmland, and describe the predicted outcome of their suggestions. Assessment focus: application of knowledge of erosion to a specific situation.

Students are provided with five rules to follow during a thunderstorm with lightning. Students select two of these rules and explain the science behind the rule.

Students complete a stem and leaf graph about students' test scores and answer questions on mode, spread and range.

Students identify the solids, liquids, and gases in three short passages.

This resource has students comparing four advertisements on holiday camps and identifying the meaning of a slogan.

Students complete and interpret a graph to answer questions about time, distance and speed.

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

Students study a bar graph of golf balls found by two children and answer questions interpreting and comparing the data.

This practical task requires students to test a number of circuits and to give reasons why some of the circuits do not work while others do. Students also look at other circuits and explain what happens to the brightness of the bulb.

Task: Fill in a chart to identify the damage caused by various animal pests. Assessment focus: specific contextual knowledge about animal pests.

Students indicate for each of six different variables those that need to be kept the same for an investigation about dissolving different types of sugar.

Students order given temperatures from lowest to highest.

Students study a table of test results percentages for a range of subjects. Students answer questions involving mean, median, mode and range.

Students answer questions about distance, speed and time, and identify an expression that describes the distance (kilometres) from the starting point in terms of time (minutes).

Students interpret data presented in raw form to answer questions, calculate a percentage, and calculate a variety of data measures.