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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.

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students are given a diagram and information on the ratios of black- to grey-coated possums. Students answer questions relating to this information as well as identifying a method that could be used to determine the percentage of each coat colour.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Students read some notes about kākāpō, and answer questions on how the kākāpō is distinct from other parrots, and why these birds are endangered.

Notes on reproduction in some animals have been provided, and students are asked to give reasons for the different processes.

Students explain their understandings of the benefits of having trees in the school playground.

Task: Complete a drawing of things found in and near a flax bush, and describe relationships between them. Assessment focus: interdependence in a flax bush environment.

Task: Students identify which different events threaten our native birds or have done so in the past. Assessment focus: identification of the specific impacts of human actions.

Students read an extract about selecting suitable trees to build a waka then answer retrieval and inferential questions.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

Students read a poem and make links between its written and visual information. SJ-2-4-1993.

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

Four different vertebrate animals are illustrated. For each animal the student needs to name the body part used by each animal to move, and then explain how this part makes the animal move.

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

Students are assessed on their ability to use the modelled features of a thesaurus to create their own thesaurus page.

Students read a recipe and its visual text to make inferences. SJ 1-2-1998.

From diagrams of four original and enlarged drawings to be used for Christmas wrapping paper, students identify the scale factor used and find a missing length on either the enlarged picture or the original picture.

Students match bar graphs to tally charts.