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Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

This task requires students to order four photographs of the life cycle of the Paradise Duck. Students describe the changes that have occurred in each part of the lifecycle. NOTE: It is intended that this resource be used in colour.

This practical task requires students to order five photographs of the life cycle of a Harrier Hawk. Students describe the changes that have occurred in each part of the lifecycle. NOTE: This resource is intended to be used in colour.

This practical requires students to place four photographs of kākāpo at different times in their life cycle in order from youngest to oldest. Students describe how the kākāpo changes from each part of the life cycle to the next. NOTE: This resource is intended to be used in colour.

Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

Students are given an outline of a fair test. They are asked to identify the aim, variables to be controlled, how to judge the results, and an aspect of replication.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

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

Students use a table about properties of different materials to answer questions about this, and to group the materials listed into two groups.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

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

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Students read some notes about kākāpō, and answer questions on how the kākāpō is distinct from other parrots, and why these birds are endangered.

Task: Discuss opinions, presented as a concept cartoon, about why a toy car rolled down a slope eventually stops and develop group explanation. Assessment focus: explanations

Students are assessed on their ability to use the modelled features of a thesaurus to create their own thesaurus page.

From diagrams of four original and enlarged drawings to be used for Christmas wrapping paper, students identify the scale factor used and find a missing length on either the enlarged picture or the original picture.

Students match bar graphs to tally charts.

Students read the poem 'Don't be Wet' and complete two tables to show their understanding of puns. SJ-3-3-1994. Text provided.

Students read a poem then make inferences using the written and the visual texts. SJ-4-2-1994. Text provided.

This resource has an assessment focus on comprehension. Students study the poem 'Learning to Read' and respond to four short written response style questions. SJ-3-3-1989. Text provided.

Students read a poem to explore the language it uses. SJ-4-3-1995. Text provided.

Students calculate fractions of a total number of cars. They also calculate the total number of cars, given an identified fraction of this total.

Students view an illustration and read a poem entitled 'The Dinosaur Climber's Kit' and then answer retrieval and inferential questions. An awareness of rhyme is explored. SJ-2-3-1994. Text provided.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.