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Task: Transfer information from a table to a graph, label the bottom axis and describe the pattern of the data. Assessment focus: graph construction; graph interpretation.

Task: Answer questions about data in a table. Assessment focus: pulleys.

Task: Select what would happen when like poles of a magnet come together, and explain why a plastic rather than a metal car was used in the investigation. Assessment focus: magnetism.

Students indicate on a circuit diagram where they would place switches in order to achieve various situations, such as the lamps being on, off, and other combinations.

Task: Explain what is meant by 'efficient', calculate the amount of energy produced per second and name three forms of 'waste energy' of steam engines. Assessment focus: energy transformations.

Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.

Task: Label a diagram. Assessment focus: relative positions of Earth and Sun for each season.

Task: Label a picture with ways to protect ourselves from the Sun, and describe why we need to do so. Assessment focus: protection from the Sun's rays.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

Students are asked to explain why the Southern Cross appears not to be in the same place in the night sky that it was a few months previously.

A diagram showing the position of Earth in each of the four seasons has been provided. Students use this diagram to identify the season we would experience in New Zealand at each of the numbered places.

For this task students understanding of tides is explored. Students are asked to identify where high tides occur when the Moon is in a certain position and how often high tides occur.

For this task students use a diagram to explain the different seasons experienced in different hemispheres.

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 asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

Students complete a diagram of a geyser by writing the correct labels from a given selection. Students are also required to answer what causes the water to heat up.

Students answer three questions by interpreting a weather map and other forecast information.

From a given list students select the correct name for each of four labelled features on a weather map. They then identify a pattern to name a pressure reading number.

For this task students are provided with some weather information that includes the UV index. Students interpret this information to answer three short answer questions.

Students are required to identify two major weather features linked to cyclones and three examples of damage they can cause.

Task: Answer three questions. Assessment focus: condensation.

Students are required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Students are provided with a graph of lizard numbers on an island. They answer three questions about this graph.