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For this practical task students record their observations as an egg is poached in water.

Students complete a plant record for a tree by making observations.

Students describe the images seen in flat and convex mirrors.

Students are given some solids and liquids for this practical task. They plan how they would find out which liquids are solvents for any given solid, carry out the task, and write a conclusion.

Task: Predict whether given objects will float, investigate, then record and explain results. Assessment focus: flotation.

For this practical task students investigate water (and dye) movement in a plant when the stem of a daisy is cut lengthwise into three sections. Students record their observations and then explain their results in a scientific way. Key words have been provided.

This practical task requires students to make observations of the changes that occur in five common foods as they are cooked.

Students complete tables of energy use.

For this practical task students are given a variety of objects which they are required to make observations on by using their senses.

This practical task requires students to follow an experimental design that investigates various forms of insulation. They are required to gather results, make a conclusion, and identify the variables.

For this practical task students are assessed on their ability to observe changes that have occurred to 'popping' corn before and after it is heated. Drawings and written observations are required.

Pictures are given of the life cycles of three different animals (hawk, turtle and deer). Students identify which stage the animal's survival is most in danger and give explanation of why it is not safe. Students also give one special feature that helps this animal survive at this time.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

Students are provided with a diagram of a roadside cutting. They are asked to mark the fault line and the youngest rock layer in this cutting. Students then suggest two explanations for the pattern shown in the diagram.

For this practical task students investigate the magnetic fields that exist around a horseshoe magnet. Students then use two bar magnets to investigate what happens when similar and unlike poles are facing each other.

Task: draw a diagram showing how a periscope works. Assessment focus: reflected light.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

Students construct a line graph from provided data, and then write a summary about the data.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: Interpreting representations - classification keys.

Students identify significant figures in given numbers, and round numbers to a given number of significant figures.

Students read a poem 'Full Moon Tiger' to answer questions about metaphor, contrast, rhyme and alliteration. SJ-2-3-1987. Text provided.

A brief picture story is presented about missed opportunities. Students interpret the actions of the figures in the story, and infer the subsequent consequences.

Students use visual clues in a comic strip to answer inferential questions.

Students interpret bi-variate data on a bar graph to answer questions about social media and age of users.

Students use an index page to identify the pages they should go to, in order to find specific information.