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Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

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 describe the images seen in flat and convex mirrors.

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

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students study a poster about the benefits of exercise and make inferences from written and visual information.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

In this resource, students write instructions to match each photograph about making a pūrerehua. SJ-1-1-2001. Text provided.

Students are provided with a diagram showing rock layers. Students use this diagram to answer a number of questions.

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

This task requires students to indicate, in a table, the invariant properties of four transformations (translation, reflection, rotation, enlargement) of a picture of a traffic light.

Task: Answer questions about rowing. Assessment focus: levers.

Students read a narrative about how a character copes with changes in her family dynamics. Students then complete three tasks focusing on that character. Assessment focus: an evaluation of a character and the author's construction of her. (The text used for this resource is reproduced under the "Working with Students" tab.) Reading age 10-12. SJ-4-2-2000. Text not provided.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.

Students state if each of four jars containing different substances would sink or float.

Students use a diagram that shows a proposed site for a town that has a river running through it. Students identify where it would be best to collect drinking water, and how town planners could stop the town from flooding.

Task: Complete a diagram to show where two people will sit on a seesaw to balance it, and explain answer.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

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

Students answer two questions about preventing erosion and flooding by a river.

Students select the correct written definition of the words element, compound, and mixture.

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 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.