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Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

Students are given an outline of a fair test. They are asked to identify the aim, variables to be controlled, how to judge the results, and an aspect of replication.

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 given an experimental setup of heating water with a burning peanut and are asked how they could change this in three ways to get a greater temperature increase. Students are also asked to give two important experimental conditions that should remain the same if the experiment was repeated.

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.

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

Students use pictures of different types of parakeets to identify distinguishing features. NOTE: This resource needs to be used in colour.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

This practical task is about heat absorption. From a given list students choose the equipment they would use to heat cold tap water as much as possible. Students complete the investigation, explain why each piece of equipment was selected, and record their results.

Task: Interpret data from tables. Assessment focus: data interpretation.

Task: Design a station on Mars. Assessment focus: problem solving to meet human needs in a different environment.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

For this practical task students determine the viscosity of different household susbstances such as golden syrup, cooking oil, fruit juice etc. Students complete the experiment and construct a chart showing their results and observations.

Students use a table about properties of different materials to answer questions about this, and to group the materials listed into two groups.

Students read a passage about a genetic characteristic found in a family. They use this information to complete a representation of an inheritance diagram by shading in and naming the persons of this family. Lastly a question about dominance and recessiveness is asked.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

Task: Name the parts of a bike and describe how some of them work. Assessment focus; knowledge of the working systems of a bicycle.

Task: Identify colours and surfaces that keep things cool. Assessment focus: heat absorption.

For this practical task students make observations about the effect of coloured lights on different coloured objects. Students then draw some conclusions about their findings.

Students use diagrams of rock layers to answer questions concerning geological history, oldest layer, and to account for the presence of fossils.

In this practical students are first required to identify as many uses of paper they can think of. Then, using samples of different paper types, they identify particular uses for that type of paper and reasons why the paper is used for this purpose.

Students use a table on solubility/insolubility of 16 compounds to determine the validity of four statements and justify with evidence from the table.

In this NEMP task students conduct a test to identify whether a number of substances are acid, base or neutral. They also answer a question about neutralising. Assessment focus: testing acid or base.

Students label six diagrams as an element, compound, or mixture.