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Assessment focus: ability to de-construct and interpret messages in advertising, so that students can understand meaning-making processes in the construction of imagery.

Task: Students read a pH scale to determine how it shows the increasing strength of an acid and a base solution and decide from different pH products what the effect would be on an acidic soil. Assessment focus: interpreting a pH scale.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Using a diagram of a regular hexagon, students calculate its interior and exterior angles.

Students calculate the volume of three different cuboid-shaped fish tanks given the height, length and width.

This grammar resource has a focus on verbs. Students identify verbs in sentences, and answer questions on the active or passive voice.

From given examples, students define four root words then complete a chart of root words and their meanings.

Students read an advertisement and retrieve information and make inferences from it.

This resource assesses students dictionary skills through a range of short answer questions. These are given in relation to a provided dictionary page, although another dictionary page could be used.

Students read an advertisement for a website. Comprehension questions then require the student to explore the writers' use of metaphor and superlatives.

The context is a plea for a 'good cause' or an emotional statement of opinion on a controversial issue. Some topics are provided. The focus is on passion and forceful speaking. Assessment guides A, B and C are suitable for this task.

Students identify significant figures in given numbers, and round numbers to a given number of significant figures.

Task: draw a diagram showing how a periscope works. Assessment focus: reflected light.

Students are given a diagram that is used to describe the surface temperature and brightness of stars. Using the diagram and information provided, students indicate where different stars would be located.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

Students are provided with a diagram of a roadside cutting. They are asked to mark the fault line and the youngest rock layer in this cutting. Students then suggest two explanations for the pattern shown in the diagram.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

For this practical task students investigate water (and dye) movement in a plant when the stem of a daisy is cut lengthwise into three sections. Students record their observations and then explain their results in a scientific way. Key words have been provided.