Interacting systems resources

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.

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

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.

Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.

This assessment task requires students to graph data on the size of the ozone layer over Antarctica. Students then answer four short questions relating to the data and their graph.

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.

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.

Students interpret a weather map to answer three multiple-choice questions on information it contains.

Students answer three questions by interpreting a weather map and other forecast information.

From a given list students select the correct name for each of four labelled features on a weather map. They then identify a pattern to name a pressure reading number.

Students are provided with a graph showing the average rainfall and temperatures for Tokyo, Los Angeles, and Perth. Students interpret this graph to answer a number of questions.

Students are provided with a map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

Students are provided with a weather map for the North Island of NZ and interpret this information to answer three short answer questions.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Students are provided with a diagram that shows some ways water moves in a water cycle. Students are required to explain what is happening in three places and explain how water that falls as snow might get to the sea.

Students are provided with a map showing wind speed and direction over some landforms. Students explain two ways that mountains affect the wind.

Students are provided with a weather map showing the lower North Island of NZ. Students are required to interpret this map to answer three short answer questions.

Task: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

Students write a story about the water cycle using a given sequence of events that take place.

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

Students interpret a map showing concentrations of ozone in the atmosphere and then answer some questions about the ozone issue. This resource assesses the ability to interpret data, and also knowledge of the ozone layer and associated issues.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

For this task students explain the causes to the difference in height of water levels in a lake during spring, summer, and winter.