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Task: Predict whether given objects will float, investigate, then record and explain results. Assessment focus: flotation.

Students cut out four drawings of different stages of a frog's life cycle. They place these in order, and then explain how the frog has changed.

Students read a recipe and its visual text to make inferences. SJ 1-2-1998.

Students answer one multiple-choice question about how the mass of a burning object changes.

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students interpret the diagrams of mixtures, solutions, and pure substances. Then they draw diagrams to represent other combinations of substances.

Students classify 12 common substances as either a compound, mixture, or element.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

The liquid range for four common substances has been provided. Students use this to answer questions about melting point, boiling point, and state.

Task: Predict which objects will float. Assessment focus: flotation.

Task: Answer questions about a planned wildlife reserve. Assessment focus: interdependence of animals with their habitat.

Students are provided with a diagram showing rock layers. Students use this diagram to answer a number of questions.

Students describe what makes two boats move and change direction.

Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

Task: Use a diagram to answer questions about seasons and day and night. Assessment focus: relationship of Sun and Earth.

Students are provided with a graph showing the average rainfall and temperatures for Tokyo, Los Angeles, and Perth. Students interpret this graph to answer a number of questions.

Students are provided with a map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

Students are provided with a weather map for the North Island of NZ and interpret this information to answer three short answer questions.

Students use a diagram that shows a proposed site for a town that has a river running through it. Students identify where it would be best to collect drinking water, and how town planners could stop the town from flooding.

Students are given some information about what to do when whales are stranded on our beaches. They answer three questions using this information to help them.

For this task students are provided with three pie graphs on water. Students are required to interpret these to answer four short answer questions.

Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

Task: Answer questions about recycling aluminium by interpreting a fact file. Assessment focus: Recycling.

Students draw a line from the type of bee to the bee's job in the hive.