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In this practical task students design a net for a lidded cardboard box to hold 3 "chocolate bars" represented by hundreds blocks. They then cut out and construct the box.

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

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. This is a mathematics/science resource.

Students compare the overall distribution of two graphs and describe their reasons.

Students select the correct written definition of the words element, compound, and mixture.

This is a collection of science tasks across the science capabilities and contextual strands.

This is a collection of science tasks across the science capabilities and contextual strands.

Students match photographs of bird beaks to the correct beak description and type of food it would eat.

Students interpret information presented in a pie graph to answer questions.

Students identify the types of angles made by known landmarks.

Students identify the types of triangles made by everyday objects.

Students select which type of sugar would dissolve fastest and explain why.

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

Task: identify features of a spider. Assessment focus: classification of spider.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

Students match pictures of six objects to their appropriate energy source from the list provided.

Students calculate how many possible combinations there are when given different numbers of menu items.

Students select the best word to describe lines found on musical symbols.

Students identify which of the three transformations (rotation, reflection, translation) were not used to create repeating koru patterns.

Students read some information about testing the absorbency of different papers. They outline two features that need to be kept the same if the tests were to be fair.

Using illustrations from five different beech trees and a key, students are asked to identify which type of beech tree each leaf comes from.

Students write both open and closed questions about the importance of smartphones to students their age.

Students answer questions about energy transformation.

For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland. Students are required to identify and use their own knowledge to indicate the evidence which indicates that these landmasses were once joined together.