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Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

Students use a diagram of a cutting showing exposed rock layers to answer questions about their formation, age, and geological history.

Without looking, and by feeling a range of 3-dimensional objects, students describe physical features of each object.

Students work out the height, width and length of gift packets.

Task: Students place in order four beakers of copper sulphate solution from most to least concentrated. They then explain what would happen if two beakers were put together, and explain the term "concentration". Assessment focus: solutions.

Task: Use a key to identify six different metals from the descriptions provided. Assessment focus: using a key to identify metals.

Students outline four ways of improving a given plan for an investigation to make it a fair test.

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

Students answer two multiple choice questions about fair testing in the context of static electricity.

Students read some notes about kakapo, and answer questions on how the kakapo is distinct from other parrots, and why these birds are endangered.

Task: Identify colours and surfaces that keep things cool. Assessment focus: heat absorption.

Students use a table of contents from a book about deserts to answer questions.

Students take an entry from a library catalogue and answer questions about the various features of the catalogue entry.

Students use a diagram of, and information about a measuring cup (a cone) to calculate and answer questions about volume.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

Students break amounts into a number of equal sized groups.

This resource has an assessment focus on comprehension. Students study the poem 'Learning to Read' and respond to four short written response style questions. SJ-3-3-1989. Text provided.

Using a page from a dictionary, this resource assesses students' dictionary skills through a series of short answer and selected response questions.

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students use a circuit diagram to answer questions about how removing bulbs affects the other bulbs in the circuit. Assessment focus: Electrical circuits

Students use a table about properties of different materials to answer questions about this, and to group the materials listed into two groups.

Students use a calendar of one month of the year to assist them in making time calculations.

Students explore the language of personification and metaphor in the poem called 'Wash day for the clouds'. The questions require the students to think about the metaphors and personification. Text provided.

Students read a short text about ladybirds to answer retrieval and inferential questions. Text provided.

Students are asked to work out the perimeter of different polygon shapes.