Drawing resources

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

Students read about the adaptations of a fictitious dinosaur, and then draw and colour in a picture of a dinosaur that illustrates these adaptations.

This task requires students to draw in what the pattern on a bicycle wheel would look like after it has made clockwise and anticlockwise turns.

Students draw reflections of an object with a mirror line.

Students use their knowledge of transformation to complete an enlargement of a bird by a scale factor of two.

Students use a template to complete three rotations of a bird in the cage. The same template is used to draw the reflection of the bird using the mirror line shown on the cage.

In this practical task students predict what the widthwise and lengthwise cross-sections of a selection of fruit and vegetables would look like.

Students construct a line graph after reading a short story about how hot or cold a bear felt at different times during the day.

Students draw shapes to continue tessellation 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.

Students draw in the reflected images of two sketches along a given mirror line.

Students draw a line graph from information about room tidiness over the course of a day.

Students use given shapes to cover grids in tessellating patterns.

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 2 diagrams. Assessment focus: centre of gravity.

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.

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

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.

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

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

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.

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: 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.