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Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

Students interpret bi-variate data on a bar graph to answer questions about social media and age of users.

After reading a narrative that is about sibling rivalry, students identify evidence in the text that supports their thinking. Assessment focus: analysis and evaluation of a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age <8. SJ-1-5-2004. Text provided.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Discuss opinions, presented as a concept cartoon, about why a toy car rolled down a slope eventually stops and develop group explanation. Assessment focus: explanations

Students use the information in an article to interpret the body language of cats in nine different pictures. This task assesses student ability to bring together written and visual texts to show their comprehension. The text is reproduced in the Teacher information pages. SJ-3-1-1990. Text not provided.

Students decide if a graph is suitable to display category data and explain the reasons.

Task: Students draw a picture of a burning candle to show changes that occur. Assessment focus: representing the way particles behave when material undergoes temporary and permanent changes.

This comprehension task assesses student ability to use evidence in text to make inferences about characters' points of view, and to analyse and synthesise understandings of these characters.

Students read a one-page article on DNA testing and answer four selected response questions about the aim and purpose of the article.

Students identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

This task assesses student ability to find the text features of a science report about moa.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

This comprehension task assesses student ability to evaluate the ideas and information in a text about an environmental issue. Students are asked to read a text, then respond to four questions. SJ-4-3-2005. Text provided.

Students read a play (retold from a traditional Persian folktale) about the interactions at a market place in old Baghdad. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-4-2-2009. Text not provided.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Students decide whether shapes rectangles or not and explain their reasoning.

Students read a narrative about a mother-child relationship. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-1-1-2005. Text provided.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.