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Students explain why one set of data is discrete and another is continuous.

This task requires students to develop questions about their local geology and name possible information sources.

Students match eight descriptions of non-fiction books to the correct type of reference book.

Students match ten topics or subjects to the correct Dewey Decimal call number.

This task assesses whether students know the most suitable reference resource to go to for particular information.

A poem and brief article about Japanese dolls is the context for this comprehension resource that has focus on comparisons and purpose. SJ-2-2-1983. Text provided.

Students classify the type of energy used in seven given examples as being either potential energy, kinetic energy, or radiant energy.

This resource assesses grammar knowledge. Students complete a table giving definitions and examples of proper, common, collective, and abstract nouns.

Students select the correct name for angle diagrams (e.g. obtuse etc.) and write the names of three angles identified in a shape.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.

For this NEMP task students perform a range of practical measuring tasks including calculations involving time and selection of appropriate units of measuring.

Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.

Task: Match terms with definition. Assessment focus: science vocabulary.

This practical task requires students to make observations of three different types of soils and record their observations in a chart.

Students view four sequential diagrams on fossilisation, and then write explanations about this process using the diagrams and their own knowledge.

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

Students describe a functional rule for two spatial patterns.

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

This is a resource on sentence types. Students use four definitions of sentence types to classify six sentences.

Students choose the best type of graph for a selection of sets of data.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.