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

Task: Use a key to identify six different metals from the descriptions provided. Assessment focus: using a key to identify metals.

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.

Task: multiple choice questions and interpreting a diagram. Assessment focus: phases of the moon.

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.

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.

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

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.

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

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.

Task: Identify the variables for testing how fresh water and salt water affect rusting. Assessment focus: planning a fair test.

Students research and write a biographical recount on the life of a well-known New Zealander. Supports for this process and formative assessment points are given.

Students research and take notes in preparation for writing a biography of a famous New Zealander. Supports for this process and formative assessment points are given.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

This comprehension task assesses a student's ability to use evidence in a text to work out what a poem could be about as it is disclosed in stages.

Task: Sort cards to identify how four items of rubbish will impact on the beach, plants and animals that are found there, and humans. They then select items to remove and leave, and justify their decisions. Assessment focus: impact of materials on the environment.

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

This practical task requires students to use a simple star map to point out the apparent location of stars or star groups during daylight hours. Students also use the star map to show where the Southern Cross would be situated at different times of an evening.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Students answer two multichoice questions giving explanations for their choice and two short answer questions.