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Students draw top and side views of five different 3-dimensional objects.

This practical task assesses students' ability to identify the larger group that four animals belong to and then to identify the features that those groups have using animal cards and labels.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

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

Students create character vignettes with a focus on writing pieces that are brief, descriptive and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students look at two diagrams. The first shows iron nails in test tubes with boiled water or tap water, the second shows iron nails with moisture either present or absent. Students answer five questions about these investigations.

Students study a box-and-whisker graph and answer questions on median, quartile and outliers.

Students are required to critique a survey and design another useful question to be included.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

Students create a vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing and use figurative language to 'show' rather than 'tell'.

In this task students build the next two models of a spatial sequential pattern and then use their results to predict subsequent patterns and give general rules for these in words and in equations.

Students solve problems involving rates of pay based on a formula using powers, and compare this to a fixed rate of pay.

Students read an article on starfish and find factual information to complete a retrieval chart and answer comprehension questions. SJ-1-2-1999. Text not provided.

This resource assesses students' ability to identify and correct common spelling errors, taken from the essential word lists of commonly misspelt words.

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.)

Students read an article and are assessed on their ability to retrieve information and to make inferences in response to two questions about geologists.

Students read the humorous narrative 'The Diving Competition' to answer retrieval and inferential questions. SJ-4-2-1996. Text provided.

Students identify the shaded fraction of a number of different shapes.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

Task: Predict, Observe, Explain, (POE) activity observing what happens to air in a balloon when it is heated. Assessment focus: behaviour of gases when heated and cooled.

Task: Predict which of three balls dropped from different heights will squash most, explain why, and design an investigation to test prediction. Assessment focus: acceleration and fair testing.

Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.

Students identify common spelling errors and write the identified errors correctly. Students also identify lines of text without errors.

This resource assesses students' ability to identify and correct common spelling errors taken from the essential word lists 4, 6, and 7.