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Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students draw a line from each genetic term to its correct definition.

Students interpret information in a frequency table to answer probability.

Students interpret information presented in a bar graph to answer questions.

Students determine the probability of finding a lost cat in various locations marked on a grid map.

Students calculate an average and a percentage from raw data and comment on these findings.

Students interpret information presented in a bar graph to answer questions and calculate averages.

Students show probabilities by shading a spinner.

Students interpret information presented on a strip graph and then present the same information in a pie graph.

Students answer questions and calculate means and ranges from a composite histogram of rainfall in two towns.

Students are asked four short questions that require them to use a table that contains a count of the kind of books borrowed from a library for a month.

Students determine the probability of events related to a grid map.

Students identify further information that is required to calculate averages.

Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

Students use a diagram that shows a food web to answer five questions about the information within the food web.

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

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

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 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.

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.