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Students read a narrative and make inferences about the characters' feelings based on evidence in the text. Text is provided with this resource. SJ-2-2-1999. Text provided.

Students design a qualitative scale for measuring how hard their school work is, then use it to record their opinions throughout the day.

Students read an extract about gathering water in Sāmoa to find information to fill in a chart. SJ-3-3-1999. Text provided.

Students complete a table showing the number of matchsticks used in a spatial pattern, identify the number of matchsticks required for a given shape, and describe the rule for the pattern.

Students answer four questions about flight times on a flight schedule.

Students identify odd and even numbers by colouring them different colours.

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

Task: Answer questions about a diagram, and explain how we get day and night. Assessment focus: day and night.

A diagram showing the position of Earth in each of the four seasons has been provided. Students use this diagram to identify the season we would experience in New Zealand at each of the numbered places.

Students are provided with two diagrams, one showing the focus of earthquakes in NZ and the other the Earth's plates. Students interpret these diagrams and use them to answer three short questions.

Students complete a diagram of a geyser by writing the correct labels from a given selection. Students are also required to answer what causes the water to heat up.

Students are provided with a weather map for the North Island of NZ and interpret this information to answer three short answer questions.

Students are provided with a diagram that shows some ways water moves in a water cycle. Students are required to explain what is happening in three places and explain how water that falls as snow might get to the sea.

For this task students use a diagram to explain the different seasons experienced in different hemispheres.

Drawings of four different seeds are provided. Students explain how each seed is dispersed.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

Task: Label a diagram. Assessment focus: relative positions of Earth and Sun for each season.

Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

Students answer three questions by interpreting a weather map and other forecast information.

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Task: Students draw a fruit tree for each season of the year. Assessment focus: Seasonal changes of fruit trees.

Students identify qualities of structure, voice, body language, and rapport for a speech.

In this practical task, students make specified 3-dimensional shapes, and then sort them into two groups according to criteria that the student defines.