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For this NEMP task students listened to a set of directions, then followed instructions to show this information on a map.

This task sees what a students understanding of probability is.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Task: Students draw a labelled diagram of a plant indicating how it gets its energy. Assessment focus: photosynthesis.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

For this task students select two kinds of activity from those labelled on a diagram of an erupting volcano. Students write a description and the problems or dangers associated with each activity.

Task: Interpret a flowchart and text to identify in what ways goats are pests. Assessment focus: identifying ways in which goats are pests and how they are controlled.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

Task: Predict, observe, and explain where a piece of wood floats in a container of water and oil. Assessment focus: flotation related to density; explaining predictions.

Students break given numbers into equal sized groups. Students must show their working.