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Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

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

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.

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

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.

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

Students draw a scatterplot of a table of data and describe the relationship between the two variables.

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.

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: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

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

Students identify the visual techniques used within a static image and describe how they support the meaning of the written text.

Students complete a chart showing original shapes, rotation instructions, and the shapes after rotation.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

Students read an article about an investigation into the sustainable harvest of pīkao and identify key features of the investigation. Assessment focus: interpreting information about how scientists work.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

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.

Students use a chart that identifies some birds' eggs to answer short response questions.

Students complete a picture-graph from a chart of data about the number of sunny days recorded over six months with a scale.

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.

For this practical task students investigate some features of craters, complete a table, and explain what they found out. Students then use a diagram showing some craters on the Moon to write as much information as they can about these craters.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.