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This resource assesses student knowledge of six language terms used in debating. Students match the language terms with their definitions.

Students are asked one multiple-choice and one short answer question about fair testing.

Task: Answer a multiple choice question and explain the reason for choice. Assessment focus: simple circuits and switches.

Students are provided with two diagrams, one showing the focus of earthquakes in NZ and the other the Earth's plates. Students interpret these diagrams and use them to answer three short questions.

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.

Task: Answer questions about rowing. Assessment focus: levers.

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

Students answer three questions about information found on a bottle of bleach.

Task: Students use a labelled diagram of a pitcher plant to answer questions about survival. Assessment focus: features for survival.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Students formulate questions about glaciers and climate change to show awareness that informed opinions are based on inter-related aspects of evidence rather than individual instances.

For this practical students make observations about dissolving, and plan and carry out an investigation to find out what makes sugar dissolve more quickly.

For this task students identify what may cause clouds to be at different heights and then interpret weather information to answer a multiple-choice question about fog.

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

Students explain errors in calculations that include all operations, decimal values, and percentages.

Students give a 'show and tell' speech to a group of 4-5 students. The audience will ask questions at the conclusion of the speech. Scoring guides are provided for teachers.

This oral assessment is designed to be given to a small group. The audience asks questions at the end of the speech. A selection of scoring guides is provided.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

Students use a diagram showing similar and dissimilar characteristics of reptiles, birds, and mammals, to answer questions regarding these features.

Students use a list that has some properties of glass to help them answer four questions about glass use.

Task: students answer questions about features of the fennec fox. Assessment focus: adaptations.

Students use information on nine elements from the periodic table to answer four short questions.