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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.

Students are provided with a weather map for the North Island of NZ and interpret this information to answer three short answer questions.

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students use diagrams of substances with labelled atoms to write their chemical formula.

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

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

For this NEMP task students use a key to name five small animals. They answer a question about the gas animals need to survive.

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

Task: identify micro-organisms. Assessment focus: using an identification key

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

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 use provided symbols to write formula and to draw diagrams of different compounds.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

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

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 use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

Using the information provided on unattached and attached ear lobes, students complete a family tree for this genetic trait.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

This practical resource requires students to demonstrate some phases of the Moon.

Student view an online animation of cliff erosion and then write a description of what they observe about this process.

Task: Students use observation and a key to identify native plants. Assessment focus: Using a classification key.

Students use information on nine elements from the periodic table to answer four short questions.