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Students study a dot plot of the months students' were born and answer questions interpreting the data.

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.

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

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

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

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

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

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

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

Students answer two multiple-choice questions on pH.

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

Students answer questions about mixing quantities of powder and water to make a spray for rose bushes.

Students use the Beaufort Scale, found on the Met Service website, to answer questions about wind speed.

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.

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

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.

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

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

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.