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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.

Students interpret a table of children's votes for their favourite All Black to answer questions about chance.

Students draw five different views of a 3-dimensional cube model.

Students identify the appropriate type of graph for a statistical investigation about dice throws. They also justify the use of a histogram for an investigation about heights of people, indicating their understanding of discrete and continuous data.

Students solve algebraic problems about people's ages using information given.

For this NEMP task students look at an humorous image of Santa and complete a thought bubble.

This NEMP task requires students to write a story book for a young person using a sequence of pictures.

Students attempt to persuade the adults in their families that they should be able to have a dog. They construct an argument by writing replies to the adults' statements.

Students throw three coins, and answer questions on frequency, probability, and compare theoretical with observed outcomes.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

This practical task requires students to first plan how they could find out which liquid flows the best. Then they carry out their plan, record their results, and write a conclusion.

For this practical task the entire class is involved in an outside activity that looks at camouflage and warning colouration. Students then share their results and answer a number of questions.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

Some notes on the rabbit calicivirus are provided. Students use these and their own understandings of food chains to answer four questions.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.