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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.

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

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

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

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

Task: use information and observation skills to identify whether pictures of fish are either bony fish or sharks. Assessment focus: classification, interpreting a Venn diagram.

This practical task assesses students' ability to identify the larger group that four animals belong to and then to identify the features that those groups have using animal cards and labels.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

Students are provided with two photographs of an area, one before a tree planting programme and one five years later. Students are asked to write an article on how tree-planting helps the environment.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.

Task: Select what would happen when like poles of a magnet come together, and explain why a plastic rather than a metal car was used in the investigation. Assessment focus: magnetism.

Task: Explain what is meant by 'efficient', calculate the amount of energy produced per second and name three forms of 'waste energy' of steam engines. Assessment focus: energy transformations.

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.

Students are required to identify two major weather features linked to cyclones and three examples of damage they can cause.

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.

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.

Task: Identify which actions would make it easier to attract a paper clip. Assessment focus: magnetism.

Students are given two equations describing the burning of petrol. Students identify each as either complete or incomplete combustion and then describe two disadvantages of incomplete combustion.

Students identify in which order candles will go out and explain their answer. Assessment focus: the role of oxygen in combustion.