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Students interpret a tally chart to answer questions about the proportion and probability of outcomes from a coin toss.

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.

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.

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.

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

Students match ten topics or subjects to the correct Dewey Decimal call number.

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

Students are assessed on their ability to retrieve details that support the main idea of an article about an endangered species.

This practical task has two parts. The first part of this practical requires students to observe the effects of different indicators on different substances. Students use these results to identify if some other substances are acid, alkali, or neutral.

Students compare the overall distribution of two dot plots and describe their reasons.

Students throw two dice, add the numbers together, construct a tally chart of results, and compare theoretical with observed outcome.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of probability events happening.

From given examples, students define four root words then complete a chart of root words and their meanings.

Students read a visual and written text about native plants and animals to answer retrieval and inferential questions.

Students are required to read a poem to a small group. A preparation checklist for students is provided. A self-assessment guide for students and a parallel scoring guide for teachers are provided.

Students explore the language of personification and metaphor in the poem called 'Wash day for the clouds'. The questions require the students to think about the metaphors and personification. Text provided.

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

This assessment task requires students to graph data on the size of the ozone layer over Antarctica. Students then answer four short questions relating to the data and their graph.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

Students are given a diagram that is used to describe the surface temperature and brightness of stars. Using the diagram and information provided, students indicate where different stars would be located.

Students plot the positions for three different stars at three different times during the evening. Students use this information to answer questions about star movement around the South Celestial Pole.

Students use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

Students are provided with a diagram showing rock layers. Students use this diagram to answer a number of questions.