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Student view an online animation of cliff erosion and then write a description of what they observe about this process.

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

Students explain the function of the veins, waxy layer of the upper surface of the leaf, how the shape of the leaf traps light energy and why the upper surface of the leaf is a darker green than the lower surface.

Students are provided with two star maps as seen from Wellington at two different times of the year. Students are asked to explain why the stars on the map appear in different parts of the sky depending on the time of the year.

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

This practical task requires students to use a simple star map to point out the apparent location of stars or star groups during daylight hours. Students also use the star map to show where the Southern Cross would be situated at different times of an evening.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

For this task students are asked to explain the cause of weathering of rocks and to identify the hardest and the softest rock in a column of rock.

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

Task: identify micro-organisms. Assessment focus: using an identification key

Students answer two multiple-choice questions about star movement during an evening and star colour and temperature.

Students are provided with a star map showing the path of comet Haley-Bopp 1997. Students use this map to answer three questions.

Using a diagram of a crab, students explain some of the crab's adaptations.

Students view an online animation which illustrates stages of a volcanic eruption, write their observations and answer question about eruptions. Assessment focus: observations based on a model, and knowledge of volcanic eruptions.

Task: draw a diagram showing how a periscope works. Assessment focus: reflected light.

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.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Task: Students apply both their knowledge of the functions of roots and information from a model to explain why care is needed when transplanting trees. Assessment focus: interpreting diagrams.

Students decide if a statement is correct and then give a reason for their answer. Assessment focus: Using science ideas to explain a view.

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.

Task: View photograph to explain how a chiton protects itself in its environment. Assessment focus: identifying features that help to protect an animal in its particular environment.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

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.

Task: Dictate what is observed from viewing a video clip of a monarch butterfly emerging from a chrysalis (answering a specific question), and sequence some photographs in the correct order. Assessment focus: observing and describing.