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Students read a text on shoplifting to answer retrieval and inferential questions.

Students read an article on cold water survival and retrieve information from this text.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

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.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

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: 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.

Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.

Students read an extract from a drama script and answer questions on props, dialogue, and stage sets. (The text used is reproduced in the the Teacher information pages.) SJ-4-1-2000. Text provided.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students identify the topic sentence, supporting sentences and summary sentence in a given paragraph. They then write their own paragraph, working to include these elements.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

Decide if a described investigation is a fair test, and explain the decision. Assessment focus: identifying fair testing.

Students calculate the height of two cylinders given the radius, and identify a correct general statement about the relationship between radius and height for a given volume.

Students are given a key list of words associated with earthquakes. Student use these and their own knowledge to write a paragraph explaining five key points about earthquakes.

Students identify qualities of structure, voice, body language, and rapport for a speech.

Students write the simplest algebraic expressions for the lengths and area of parts of a composite shape, then solve these expressions using substitution. They then solve an equation that relates an algebraic expression to a given side length.

Students use a picture of a spinner to calculate the probability of the arrow pointing to the black or white portion of a card.

Students interpret a line graph of a practical situation.

Students prepare a 2 to 3 minute speech, to inform, persuade, or entertain. Topics suitable for secondary students are provided. Assessment guides A, B, and C are suitable for this task.

Students continue a spatial pattern of hexagons, then describe its rule.