Drawing resources

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.

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.

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.

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

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

In this practical task, students make different shapes with four multi-link cubes, draw them, identify the smallest perimeter, and explain what happens to the area.

Students draw top and side views of five different 3-dimensional objects.

Students draw the bird's-eye view of each of three buildings that are pictured.