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This resource requires students to answer four selected response questions on a table of contents from the book 'Antarctica'.

Students drag numerals to create decimal numbers to create the largest and smallest decimal numbers, and closest decimal numbers to given whole numbers.

Students are required to identify the nouns and proper nouns in a short story about a class trip to the zoo.

Students study a range of signs to identify their similarities of meaning, layout, and purpose.

Students use a circuit diagram to answer questions about how removing bulbs affects the other bulbs in the circuit. Assessment focus: Electrical circuits

Students use a diagram of a cutting showing exposed rock layers to answer questions about their formation, age, and geological history.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

This practical task requires students to follow instructions for making a 'green fridge' to determine its efficiency. Students collect and record data from their investigation and answer questions.

Students are provided with information and data on different makes of soccer balls. Students answer questions on fair testing, and write conclusions from the given data.

Students describe the images seen in flat and convex mirrors.

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

For this practical students make observations about dissolving, and plan and carry out an investigation to find out what makes sugar dissolve more quickly.

Students outline four ways of improving a given plan for an investigation to make it a fair test.

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 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.