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Task: Using the given pH, classify 10 common substances as acidic, basic, or neutral. Assessment focus: knowledge of the pH scale

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.

Students predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

This practical task requires students to make observations of three different types of soils and record their observations in a chart.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

Task: Answer questions about the relationship between mass and stretch. Assessment focus: graph interpretation.

This practical task requires students to plan a method to determine which magnet is the strongest. Students carry out their plan, record results and write a conclusion.

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

Students draw diagrams to show the particle arrangement in a solid, liquid, and a gas. Students then describe the differences in arrangement and movement of the particles for each of these states.

Students are provided with four diagrams of different types of fossils. Students are asked to explain the type of information each of these fossils could provide.

For this NEMP task students write about parts of the snail that help it survive.

For this NEMP task students write about the parts of a praying mantis that help it survives.

This resource has four multiple-choice questions about photosynthesis.

Task: Complete a drawing of things found on a dairy farm, and describe relationships between them. Assessment focus: interdependence in a dairy farm environment.

Students prepare an instructive speech from a list of topics. The assessment focus is on explaining the logical steps needed to develop a skill or complete a task. ARB scoring guides A, B, and C are suitable for this task.

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

Diagrams of four different vertebrate tails are illustrated. Students are required to name an animal that has each type of tail, and then explain how the animal uses this type of tail.

Students are required to read an article, answer questions and complete a retrieval chart.

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

This resource has students comparing four advertisements on holiday camps and identifying the meaning of a slogan.

Students interpret back-to-back stem-and-leaf graphs. Knowledge of the median is required.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.