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

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: classification keys.

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.

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.

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.

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.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

Using information about comets, students label a diagram of a comet and draw the orbit of a comet and the position of the comet in two places in its orbit.

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

Task: Use a diagram to answer questions about seasons and day and night. Assessment focus: relationship of Sun and Earth.

Students are provided with a sequence of diagrams showing the erosion of a waterfall by a river over time. Students complete diagrams for two other waterfall erosion sequences. Each waterfall has different combinations of layers of soft and hard rocks.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.

This practical task requires students to make observations of three different types of soils and record their observations in a chart.

Students interpret a weather map to answer three multiple-choice questions on information it contains.

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.

Task: Complete a diagram of the length and position of a shadow of a flagpole. Assessment focus: shadows in relation to sun's position.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

This practical task has students investigate the surface area of three objects and whether this influences the rate of evaporation. Students fill in a table, and calculate the water loss and answer questions to show their understanding.