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Students explain three ways native birds could be affected if a stand of native bush found on farmland was removed.

Students explain what the effects of draining a pond would have on the ducks and reeds that live there.

Students outline four things that would need to be done to look after a garden for a month.

Students answer three multiple-choice questions on the function of the lungs, heart, and kidneys.

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

Students explain how two armoured reptiles' adaptations protect them from being eaten by predators.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

Students indicate the links between different examples of vertebrate animals and their classification features by shading the correct links on the diagram provided.

Students are given eight pictures of animals and are asked to identify which of these are mammals. Students are also asked to give two features of mammals.

Students use a chart that identifies some birds' eggs to answer short response questions.

Students explain two features of insects and explain how the wings differ between a fly and a butterfly.

Students are provided with seven drawings of different animals and are asked to draw circles around those that are insects. Two features of insects are also required.

Select from multiple choice options. Assessment focus: classification features of insects and mammals.

Task: compare features of sea mammals and fish, and describe two features of mammals. Assessment focus: classification of fish and mammals.

Task: group pictures of animals under headings. Assessment focus: classification of mammals, birds, and insects.

Students convert percentages to decimals.

Students put fractions of a number of different biscuits eaten on to a picture of Cookie Monster.

Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

Students are provided with two star maps as seen from Wellington at two different times of the year. Students are asked to explain why the stars on the map appear in different parts of the sky depending on the time of the year.

Students use a diagram of a solar eclipse to answer four questions.

Task: Describe problems caused by cutting down trees on a bank. Assessment focus: erosion.

Students select the correct operation to make equations true.

Students write four sentences describing relationships between children and the transport they like to use.

Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.