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

Students interpret a map showing concentrations of ozone in the atmosphere and then answer some questions about the ozone issue. This resource assesses the ability to interpret data, and also knowledge of the ozone layer and associated issues.

Task: Design a station on Mars. Assessment focus: problem solving to meet human needs in a different environment.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

Students read a passage about a genetic characteristic found in a family. They use this information to complete a representation of an inheritance diagram by shading in and naming the persons of this family. Lastly a question about dominance and recessiveness is asked.

Students use diagrams of rock layers to answer questions concerning geological history, oldest layer, and to account for the presence of fossils.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

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

Students predict the probability about the product of two dice and test their prediction by conducting an experiment that estimates the probability.

Students predict the outcome of 100 coin tosses, then carry out a test of their prediction, recording their results.

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

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.

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.

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

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: 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.

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

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.

Students find missing numbers to complete addition and subtraction number patterns.

Students are required to identify arguments for and against keeping animals in zoos and then use these to write a paragraph expressing their point of view about this issue.

Students identify what type of people the characters in the story are and choose evidence from the text to justify their decisions; they also identify the main idea of the text. Suggestions for evaluating character and the author's style of characterisation are under the "Working with Students" tab.

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

From a school newspaper interview about a school production, students complete a retrieval chart for a press release. The assessment focus is on identifying key information.

Students construct a spinner and use it to investigate predictions of the probability of outcomes. Findings are recorded in a student designed table.