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In this practical task, students draw pictures of 3-dimensional prisms onto a square grid. A net for each prism is provided.

In this practical task, students construct 3-dimensional shapes from nets (provided), and then draw them on a grid.

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 prepare a persuasive speech on an issue they have strong opinions about. Features of persuasive speech are outlined. ARB scoring guides A, B, and C are suitable for this task.

Student read an extract from a speech that contains examples of a rhetorical question, exaggeration, understatement, allusion, and contrast. Using the examples from the speech to help them, students write a definition of each language feature..

Students calculate the total volume of a cream carton, and the unused capacity when filled to 300ml.

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.

An account of a fishing adventure in a lagoon provides the content for this cloze exercise. Students use their vocabulary and knowledge of grammar to create well-formed sentences.

New Zealand's steepest street is the context for this resource. Comprehension questions require students to find information and make inferences. The text is provided with this resource. SJ-4-3-1996. Text provided.

Students write an argument about the impact of rugby in New Zealand. The features of a written argument are the focus for this assessment. Links to self-assessment writing supports are given under the "Working with Students" tab.

Students read a poem, written from the point of view of an immigrant, then answer retrieval and inferential questions.

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

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.

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.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

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 read two letters about personal viewpoints on graffiti and answer questions about the content and style of the letters.

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

This resource comprises a report on the control of traffic in the Holland Tunnel in New York presented as a cloze exercise. Students use comprehension skills to complete the gaps with their own vocabulary.