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Students draw a line from each of six invertebrate animals to its correct description. They are also required to name each animal.

Task: Answer questions about what happens to the light form a torch. Assessment focus: light.

Task: Answer a multiple choice questions about what would be seen on earth if a meteor hit the moon, and explain why that answer is correct. Assessment focus: how sound and light travel.

For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland. Students are required to identify and use their own knowledge to indicate the evidence which indicates that these landmasses were once joined together.

For each of eight provided situations students identify whether each is an example of evaporation, condensation or neither of these.

This task consists of two multiple-choice questions on humidity.

Students name things that are protected by paint. Students also explain why metal needs protecting.

Students are given a mind map showing some properties of carbon dioxide. Students identify each of these as either a physical or chemical property.

Students use a list that has some properties of glass to help them answer four questions about glass use.

Information on particle size and boiling point is provided for three alcohols. Students use this to place these substances in order of particle size and increasing boiling point.

Using provided data students decide which of three liquids would freeze if placed in a freezer. Students explain what happens to particles when they freeze and how the level changes due to freezing.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

Students are provided with some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.

Students answer questions about the materials that pass through the placenta between the mother and the baby.

Students explain the function of the veins, waxy layer of the upper surface of the leaf, how the shape of the leaf traps light energy and why the upper surface of the leaf is a darker green than the lower surface.

Students complete a table by explaining how 3 different seed types are able to be dispersed.

Students explain adaptations of kangaroos and horses to protect their young.

Task: students answer questions about features of the fennec fox. Assessment focus: adaptations.

Students identify where heat is lost from a house, explain ways to reduce heat loss and suggest ways to reduce heat loss.

Students complete the wording for an advertisement about recycling. They need to complete sections on why, what, and how we recycle.

Task: Students suggest ways to stop sand dunes blowing on to farmland, and describe the predicted outcome of their suggestions. Assessment focus: application of knowledge of erosion to a specific situation.

Students are provided with five rules to follow during a thunderstorm with lightning. Students select two of these rules and explain the science behind the rule.

Students give reasons for and against saving endangered animals or plants.

Students are asked to provide reasons for and against having zoos.

Students list all possible combinations from six different articles of clothing.