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After reading a poem, students respond to questions which focus on understanding features of language used and their effects.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Students read statements from a debate then provide nine short written answers to demonstrate their understanding of common debating techniques.

Task: Students differentiate between simple observations and inferences, and between observations that require measurement and those that do not. Assessment focus: observing scientifically.

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

Task: Identify examples of experiencing sound. Assessment focus: sound.

Students read a poem titled 'The Sea' and explain the meanings of some of the language used.

Task: Predict whether given objects will float, investigate, then record and explain results. Assessment focus: flotation.

Students calculate multiplication problems.

Students are provided with a narrative of two children who have gone back to the past at a time when dinosaurs existed. Students have a number of questions to answer during the narrative.

Students read an advertisement then identify and explain some of its language features.

Students complete a cloze passage and use their vocabulary and knowledge of grammar to create well-formed sentences.

Students complete a cloze passage about a type of beetle to create well-formed sentences.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students listen to a text about cacti and recall information from it in multiple-choice questions. SJ-2-3-1993. Text not provided.

The text that is read to students is about a household task in Greece. Students listen and then respond to 8 multiple-choice questions. SJ-2-1-1995. Text provided.

Task: Identify how features/adaptations of a starfish help it survive, and decide whether the amount of evidence from scientists' observations supports or does not support their theory/inference. Assessment focus: using observations as evidence to inform theories.

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

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

Students look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

This comprehension task assesses student ability to identify important information and establish the main idea of a text. SJ-2-2-2006. Text provided.