Planet Earth resources

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.

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

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

Students match each planet to its correct description.

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

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 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 are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

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 answer two multiple-choice questions about lightning and determine how far away a thunderstorm is by doing a calculation.

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

Task: Select whether statements about the Moon are true or false. Assessment focus: the Moon.

Students follow a story about searching for gold on an island. In the process they answer five questions about landforms.

Task: Identify seasons from events described. Assessment focus: seasons.

Students answer three questions about the Hubble Space Telescope.

Students answer two questions about preventing erosion and flooding by a river.

Students are provided with a newspaper article titled 'Gentle quake the latest in swarm' and use this to answer three questions.

Students are asked to identify two impending signs of a volcanic eruption and to describe four geological events that are linked to volcanic eruptions.

Students are asked to explain the meaning of the terms, recycle, reduce, and reuse.

Students answer three short answer questions on weather, frost, and clouds.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

In this NEMP task students look at photos to describe similar and different environmental features of the moon, the Earth, Mars and the sun. Assessment focus: The solar system. In the original NEMP task the assessor gave oral instructions, read the questions and wrote the answers for each student.

Students are asked three multiple-choice questions that relate to tides, the full moon and a solar eclipse.

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

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.