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

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

Students decide which children are estimating and which are not, and explain their reasoning.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Students are assessed on their ability to find details about important information in a recount about a walking school bus, then identify the main idea of this text. SJ-1-1-2006. Text provided.

The assessment focus is on student ability to identify details that support the main idea of a text, and to identify where the main idea is developed.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Students look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

Students identify a correct statement about the comparing the overall distribution of two dot plots.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students break given numbers into equal sized groups. Students must show their working.

Students decide whether shapes rectangles or not and explain their reasoning.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

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.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

Students calculate fraction division problems and show their working.

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