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Task: Match animal pests to the harm they cause, and use information about pest control. Assessment focus: animal pests and their control.

Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) Reading age 9.5-10.5. SJ-2-2006. Text provided.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

Students identify multiples of 4 and of 6, and explain their reasoning.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

Students identify the larger of two improper fractions and drag a number of improper and mixed fractions into ascending order.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

Students read a narrative about a girl who behaves like an overly enthusiastic parent and her father who behaves like a reluctantly involved adolescent. They use and evaluate evidence from the text, alongside their background knowledge, to complete the task. SJ-3-2-2010. Text not provided.

This task assesses student ability to find the text features of a science report about moa.

Assessment focus: student ability to use contextual clues in order to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.)