Planet Earth resources

Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

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.

Students list advantages and disadvantages of recycling. The assessment focuses on students' ability to identify impacts on the environment and its inhabitants (including people).

Students explain their understandings of the benefits of having trees in the school playground.

Students are provided with five rules to follow during a thunderstorm with lightning. Students select two of these rules and explain the science behind the rule.

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

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.

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.

Students match each planet to its correct description.

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 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 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.

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

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.

Task: multiple choice questions and interpreting a diagram. Assessment focus: phases of the moon.

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

Students formulate questions about glaciers and climate change to show awareness that informed opinions are based on inter-related aspects of evidence rather than individual instances.

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.