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Students use an index page from a book on New Zealand to answer six questions.

Students use diagrams to answer questions about atoms, elements, compounds, and mixtures. They are then asked to use these words to describe the differences between diagrams.

Students are given a key list of words associated with earthquakes. Student use these and their own knowledge to write a paragraph explaining five key points about earthquakes.

Students use a diagram of a solar eclipse to answer four questions.

This resource requires students to construct a graph on data for temperature and depth below the Earth's crust. Students then answer four questions about this.

Students list four properties of copper metal and state if each property is physical or chemical. Students then explain how copper sulfate solution can be separated.

Students are given a mind map showing some properties of carbon dioxide. Students identify each of these as either a physical or chemical property.

Students use a table of contents from a book about deserts to answer questions.

Students are given diagrams representing the three states of matter. Students answer four questions relating to these.

Students complete two spatial patterns and give the rule for each.

For this practical task students create a sundial by marking observations and recording the time for each hour, and answer questions about shadows and sundials.

Students complete number relationships using 'is greater than' and 'is less than'.

Students complete a cloze passage with 28 blanks about a rugby game. A scoring guide with replacement words/synonyms and guidelines for interpretation are included. SJ-1-2-1998. Text provided.

Students complete number relationships using 'is two more than' and 'is two less than'.

Students interpret a graph of a child's feelings for different times and activities during a day.

Students interpret a relationship diagram about the relative heights of four children.

Students complete four patterns of musical notes.

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

In this task students build the next two models of a spatial sequential pattern and then use their results to predict subsequent patterns and give general rules for these in words and in equations.

This task requires students to develop questions about their local geology and name possible information sources.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

Students estimate and tally the number of each activity their partner completes in 30 seconds. They then identify the best estimate.

Students work out the number of possible combinations of clothes three people could wear.

Students identify possible combinations of scores from a dart thrown at a target. They also find the lowest possible score and individual throws from a given total score.