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Task: Answer six true or false questions. Assessment focus: Definitions of genetic terms.

Students investigate magnetic repulsion using two magnets and pieces of iron. They are assessed on their understanding of like poles repelling.

Task: Complete a drawing of things found in an area of native bush and describe relationships between them. Assessment focus: interdependence in a native bush environment.

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

Students draw a line from each genetic term to its correct definition.

15 names of elements and symbols are provided. Students shade in those squares where the symbol correctly matches the name.

Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.

Name the group various animals belong to. Assessment focus: classification.

Students classify a range of animals as mammals, birds, or fish.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: Interpreting representations - classification keys.

This practical task requires students to order five photographs of the life cycle of a Harrier Hawk. Students describe the changes that have occurred in each part of the lifecycle. NOTE: This resource is intended to be used in colour.

Task: Students play a card game to construct a waterways relationships web. Assessment focus: relationships within a waterways ecosystem.

Task: Students read a short written text to explain how the special features of wild ginger help it survive. Assessment focus: explanation of wild ginger's special features and why it is a pest plant.

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

Task: Identify from an experiment the preferred living conditions of slaters, and use a fact file to suggest reasons why. Assessment focus: interpreting results of an investigation.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

Students interpret distance-time graphs for a number of scenarios.

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.

Task: Complete a graph from data in a table, and answer two questions. Assessment focus: speed and stopping.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Students answer five questions interpreting data on temperature decrease in three different types of cups.

Three key variables related to high altitude flight are displayed graphically. Students use the information provided to answer a series of questions about flight.

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.