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

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.

This resource is based on a job application that needs editing. Students identify six different errors and suggest corrections.

For this practical task students determine the viscosity of different household susbstances such as golden syrup, cooking oil, fruit juice etc. Students complete the experiment and construct a chart showing their results and observations.

Students complete a table showing the number of matchsticks used to build a series of pentagons. They identify the number of matchsticks required for a given pentagon and state the rule as an word equation.

Students interpret a table of children's votes for their favourite All Black to answer questions about chance.

This practical task assesses students' ability to record and graph data, and draw conclusions, as they conduct an experiment on the rate at which an ice cube melts in different temperatures.

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

This practical task investigates the effect of temperature on the rate at which corn pops. Students collect data and make a conclusion.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

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 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.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

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 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.

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

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.

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

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

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.

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

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

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.