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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: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.

Task: students investigate the rolling distance of marbles on different surfaces. Assessment focus: processing information to answer a question.

Students read an article about an investigation into the sustainable harvest of pīkao and identify key features of the investigation. Assessment focus: interpreting information about how scientists work.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

Students plot the positions for three different stars at three different times during the evening. Students use this information to answer questions about star movement around the South Celestial Pole.

Task: multiple choice questions and interpreting a diagram. Assessment focus: phases of the moon.

This practical task requires students to record temperatures of various areas in the school and to suggest reasons why some areas are warmer or cooler than others.

This practical task requires students to use a plastic comb and wool to generate static electricity. Students investigate different materials to find those that are attracted to the static charge.

This practical task requires students to plan and carry out a fair test to find out which paper type will soak up water the best.

This practical requires students to place four photographs of kākāpo at different times in their life cycle in order from youngest to oldest. Students describe how the kākāpo changes from each part of the life cycle to the next. NOTE: This resource is intended to be used in colour.

Students identify in which order candles will go out and explain their answer. Assessment focus: the role of oxygen in combustion.

Task: Answer questions about making a bike go faster. Assessment focus: friction; gearing.

Students are given some information about simple machines, and are asked to label the effort, load, and pivot on three examples of simple machines.

Students are asked one multiple-choice and one short answer question about fair testing.

Students explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

Task: Answer questions about the temperature and brightness of types of stars. Assessment focus: interpreting a graph.

Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

Students are asked to explain why the Southern Cross appears not to be in the same place in the night sky that it was a few months previously.

For this practical task students are assessed on their ability to record their observations of the decomposition of a cut slice of pumpkin over a two week time period.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

Task: Answer questions about data in a table. Assessment focus: pulleys.