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Students determine the correct probabilities for a series of coin throws.

Students are provided with nutritional information on three different types of milk. Students use this information to answer a number of questions.

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.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

Students study a box-and-whisker graph and answer questions on median, quartile and outliers.

Students use survey data about sports results to estimate the probability of the next person's answer.

Students answer questions from a histogram of distance of discus throws. Calculation is required.

Students are provided with some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

This resource assesses students' understanding of erosion. Students order a set of diagrams showing the process of erosion in a river and write an explanation of how cliff erosion occurs by the sea.

For this task students are provided with a diagram of a landslip and an example of a possible cause of this. Students are required to list four other possible causes of landslips.

Students are required to write down some relevant questions about the Moon's surface that they would ask an astronaut who has just returned to the Earth from the Moon.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

This practical task is about heat absorption. From a given list students choose the equipment they would use to heat cold tap water as much as possible. Students complete the investigation, explain why each piece of equipment was selected, and record their results.

This practical task has students investigate the surface area of three objects and whether this influences the rate of evaporation. Students fill in a table, and calculate the water loss and answer questions to show their understanding.

Students plot the positions for three different stars at three different times during the evening. Students use this information to answer questions about star movement around the South Celestial Pole.

Students are provided with two photographs of an area, one before a tree planting programme and one five years later. Students are asked to write an article on how tree-planting helps the environment.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

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.

A school journal article on living in a Japanese home is the context for this assessment that focuses on locating information and general comprehension. SJ-1-3-1994. Text provided.

Students read a poem, 'My Other Jandal', then answer inferential questions. The poem is provided with this resource. SJ-2-4-1994. Text not provided.

Using grids, students show three different ways of tessellating four identical shapes.

Students identify shapes that have been projected on a screen.