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This practical task requires students to make observations of three different types of soils and record their observations in a chart.

Students interpret a weather map to answer three multiple-choice questions on information it contains.

For this task students are provided with three pie graphs on water. Students are required to interpret these to answer four short answer questions.

Students answer two multiple-choice questions about lightning and determine how far away a thunderstorm is by doing a calculation.

This practical task requires students to describe to a partner their observations about an ice cube melting. Students then develop questions about what they observe.

Students read some information about testing the absorbency of different papers. They outline two features that need to be kept the same if the tests were to be fair.

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Task: Students draw a fruit tree for each season of the year. Assessment focus: Seasonal changes of fruit trees.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

Students are asked to provide reasons for and against having zoos.

Students are provided with a picture of a New Zealand native bird. Students select a word from a given list to name each of these bird parts. Students are then required to explain why the bird needs each of these named parts.

Diagrams of four different vertebrate tails are illustrated. Students are required to name an animal that has each type of tail, and then explain how the animal uses this type of tail.

For this task students are asked to draw the eyes, fins, gills, and mouth onto an outline of a fish. Students then explain the function of each of these parts of the fish (including scales and the tail).

Using illustrations from five different beech trees and a key, students are asked to identify which type of beech tree each leaf comes from.

Using place value blocks students demonstrate their ability to explain the meaning of digits in decimal numbers up to 3 decimal places.

Students are provided with a situation where the bank on the school field is eroding. They are asked to write a plan for a tree-planting programme that would help to slow down the erosion.

For this practical task students use their knowledge about the properties of gases to explain their observations when they blow up a balloon that is inside a bottle and a balloon that is not inside a bottle.

Students are required to compare sales represented on line graphs of the total sales and the pattern of sales over time.

Students are required to explain the misleading aspects of two graphs found in newspaper articles.

Students use their knowledge of angle properties of parallel lines and angles on a straight line to identify similar angles and to calculate the sum of three angles giving appropriate explanations.

Students fold and cut paper to make symmetrical shapes.

Students construct enlargements of 2-dimensional shapes using sticks.

Students need to identify which of the three transformations - translation, reflection, or rotation - has been applied to an animal wallpaper pattern.

Students list all possible combinations from six different articles of clothing.

In this practical task, students work in pairs to estimate how much time they think has passed. One student estimates while the other times.