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From visual stimuli and a series of simple statements that describe physical features, students identify which animal is being described.

Students study a recipe then answer questions showing their understanding of written instructions.

A poem about trying to fly is the basis of this resource. Students read the poem then answer questions on its illustrations, rhyme, content and vocabulary. SJ-3-1-1994.

Students use an index page from a book on New Zealand to answer six questions.

Students read an extract from a play then answer retrieval and inferential questions. Text provided.

This resource requires students to answer five selected response questions about an index page from a book on travel.

The context of this cloze task is a story about a hungry weasel. Students generate appropriate words to create well-formed sentences.

Students read a newspaper article and answer questions about comprehension and vocabulary.

Students read a play to answer retrieval and inferential questions. Text provided.

Task: Students classify each of six drawn whales as either toothed or baleen whales. They then divide each group further by using a key. Assessment focus: Interpreting representations.

Students complete a cloze passage and use their vocabulary and knowledge of grammar to create well-formed sentences.

Students read a newspaper article about outdoor activities then answer some comprehension questions.

This comprehension task assesses a student's ability to make inferences about a character's feelings based on the evidence in a written and visual text, and their own prior experience.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

This practical task requires students to use a simple star map to point out the apparent location of stars or star groups during daylight hours. Students also use the star map to show where the Southern Cross would be situated at different times of an evening.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

This whole investigation requires students to find out how spring stretch is affected by different masses pulling on it. There is also a section for planning a similar investigation and a processing section using some provided data.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

This practical task requires students to first plan how they could find out which liquid flows the best. Then they carry out their plan, record their results, and write a conclusion.

Task: View photograph to explain how a chiton protects itself in its environment. Assessment focus: identifying features that help to protect an animal in its particular environment.

For this practical task students write a plan to find out if a microwave has a 'hot spot'. Students carry out their plan, collect, and interpret results.

Task: Match recycled materials to their possible uses, and justify reasons for recycling. Assessment focus: reasons for recycling.

Task: Complete a drawing of things found in an area of native bush and describe relationships between them. Assessment focus: interdependence in a native bush environment.

Some notes on the rabbit calicivirus are provided. Students use these and their own understandings of food chains to answer four questions.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.