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Students are provided with six pictures of animals. They identify those that can fly, and explain what these animals have in common.

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

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.

Students use pictures of different types of parakeets to identify distinguishing features. NOTE: This resource needs to be used in colour.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.

Students are required to match plant parts with their function.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Students are required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.

Task: View photograph to explain how a chiton protects itself in its environment. Assessment focus: identifying features that help to protect an animal in its particular environment.

Using characteristics found in peas, students construct two punnet squares and then answer questions on these.

Using illustrations from five different beech trees and a key, students are asked to identify which type of beech tree each leaf comes from.

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.

Students are provided with some information about testing leaves for starch. They are required to match the steps in the process with their purpose, and to explain what substance is present that turns iodine blue-black.

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.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Task: Make careful observations of a picture to decide what you can see and what you might know but can't see.

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

Task: use information and observation skills to identify whether pictures of fish are either bony fish or sharks. Assessment focus: classification, interpreting a Venn diagram.

Task: Students give oral explanations about how the features of a wētā or a mallard duck help it survive in its environment. Peer assessment sheets are included. Assessment focus: structure and function.

Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.