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Students demonstrate their understanding of the effect of division and multiplication involving fractions.

This resource comprises a report on the control of traffic in the Holland Tunnel in New York presented as a cloze exercise. Students use comprehension skills to complete the gaps with their own vocabulary.

Students read a short extract on diving and answer five comprehension questions.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

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.

This whole investigation requires students to find out how spring stretch is affected by different masses pulling on it. There is also a section for planning a similar investigation and a processing section using some provided data.

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

This task is about topic, supporting, and summary sentences in paragraphs of persuasion.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

Students read three texts and select the statement that identifies the main idea of each text.

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 calculate the cost of hiring a search and rescue helicopter and compare this cost with another helicopter company's charges.

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.

Task: Measure 100mL of water into three different pieces of equipment. Weigh the result and calculate the precision of using that piece of equipment. Assessment focus: measuring and evaluating the accuracy of equipment.

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.