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Students interpret a train timetable and answer questions about departure and arrival, and journey times.

Students read a poem then use information from it to make inferences. Text not provided.

Students find and write the numbers to complete equations that add to 10 or 20.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Students use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.

Task: Students differentiate between simple observations and inferences, and between observations that require measurement and those that do not. Assessment focus: observing scientifically.

This practical task investigates the effect of temperature on the rate at which corn pops. Students collect data and make a conclusion.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

This practical task requires students to order five photographs of the life cycle of a Harrier Hawk. Students describe the changes that have occurred in each part of the lifecycle. NOTE: This resource is intended to be used in colour.

Students are given an outline of a fair test. They are asked to identify the aim, variables to be controlled, how to judge the results, and an aspect of replication.

Students are given an experimental setup of heating water with a burning peanut and are asked how they could change this in three ways to get a greater temperature increase. Students are also asked to give two important experimental conditions that should remain the same if the experiment was repeated.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

Students label six diagrams as an element, compound, or mixture.

Task: Discuss opinions, presented as a concept cartoon, about why a toy car rolled down a slope eventually stops and develop group explanation. Assessment focus: explanations

Students match bar graphs to tally charts.

A poem about Samoa is read and then retrieval and inference questions are answered about the author's choice of title and her key ideas. Text provided.

Students calculate fractions of a total number of cars. They also calculate the total number of cars, given an identified fraction of this total.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

Task: use information and observation skills to identify whether pictures of fish are either bony fish or sharks. Assessment focus: classification, interpreting a Venn diagram.

Task: Identify examples of experiencing sound. Assessment focus: sound.

The use of metaphors and similes is explored in this poem about umbrellas in a storm. Text provided.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

Students enlarge shapes by whole number scale factors.