Drawing resources

Students are provided with an illustration of two different circuits. Students are required to draw the two illustrations as circuit diagrams.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

Task: Complete a drawing of things found in or near a waterway, and describe relationships between them. Assessment focus: interdependence in a waterways environment.

On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.

Students redraw a picture of a fish onto a distorted grid.

In this practical task, students draw pictures of 3-dimensional prisms onto a square grid. A net for each prism is provided.

In this practical task, students construct 3-dimensional shapes from nets (provided), and then draw them on a grid.

Students draw a strange space creature from an oral description. The assessment focus is on listening to descriptions, recalling details, and following instructions.

Students draw a strange sea creature from an oral description. The assessment focus is on listening to descriptions, recalling details, and following instructions.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Task: Complete a drawing of things found in a garden, and describe relationships between them. Assessment focus: interdependence in a garden.

Task: Complete a drawing of things found in an area of native bush and describe relationships between them. Assessment focus: interdependence in a native bush environment.

Task: Complete a drawing of things found in and near a flax bush, and describe relationships between them. Assessment focus: interdependence in a flax bush environment.

Task: Design a station on Mars. Assessment focus: problem solving to meet human needs in a different environment.

For this practical task students are assessed on their ability to observe changes that have occurred to 'popping' corn before and after it is heated. Drawings and written observations are required.

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.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Students demonstrate their knowledge of solid, liquid, and gas particles by drawing the particle arrangement for wax vapour, molten wax, and candle wax.

This practical task requires students to make observations and draw diagrams about diffusion that occurs when food colouring is added to water.

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.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: complete 2 diagrams. Assessment focus: centre of gravity.

Students use given shapes to cover grids in tessellating patterns.

Students design school library badges by creating four symmetrical patterns using 2-dimensional shapes. A display board template is included for students to put their work on.