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Task: Students use observation and a key to identify native plants. Assessment focus: Using a classification key.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

Students explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

Students explain the differences between the terms; genotype and phenotype; and homozygous and heterozygous.

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

The results of three different crosses between long-haired and short-haired rabbits have been provided. Students state, with a reason which characteristic is dominant and complete a punnet square for one of the crosses.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

Students explain three ways native birds could be affected if a stand of native bush found on farmland was removed.

Task: students explain links between a bird's feet and its lifestyle.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

Task: students answer questions about features of the fennec fox. Assessment focus: adaptations.

Students explain what the effects of draining a pond would have on the ducks and reeds that live there.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

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

Students are required to identify two major weather features linked to cyclones and three examples of damage they can cause.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

Students answer three questions about the Hubble Space Telescope.

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.

Students suggest ways to prevent a steep bank slipping. The assessment focus is application of their knowledge about erosion.

For this task students are asked two questions about early Polynesian navigation. Students need to identify features of the environment that explorers would have used to navigate home and to find new land.

Students use two diagrams of the night sky to answer a multiple-choice question on each.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

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