Interpret representations resources

Task: Label a diagram. Assessment focus: relative positions of Earth and Sun for each season.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

Task: Use a diagram to answer questions about seasons and day and night. Assessment focus: relationship of Sun and Earth.

Students use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.

A diagram showing the position of Earth in each of the four seasons has been provided. Students use this diagram to identify the season we would experience in New Zealand at each of the numbered places.

For this task students understanding of tides is explored. Students are asked to identify where high tides occur when the Moon is in a certain position and how often high tides occur.

Students are asked four short questions that explore their understanding of the Earth's rotation, Earth's revolution, and seasons.

For this task students use a diagram to explain the different seasons experienced in different hemispheres.

Students are provided with a star map showing the path of comet Haley-Bopp 1997. Students use this map to answer three questions.

Students answer two multiple-choice questions about full Moon and lunar eclipses.

This resource requires students to construct a graph on data for temperature and depth below the Earth's crust. Students then answer four questions about this.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

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.

Students are provided with a sequence of diagrams showing the erosion of a waterfall by a river over time. Students complete diagrams for two other waterfall erosion sequences. Each waterfall has different combinations of layers of soft and hard rocks.

Students are provided with a diagram of a roadside cutting. They are asked to mark the fault line and the youngest rock layer in this cutting. Students then suggest two explanations for the pattern shown in the diagram.

Students are provided with a diagram showing layers of rock and three possible results of changes that could occur. Words and phrases are provided to help students answer several short answer questions about the possible cause of the changes.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

Student view an online animation of cliff erosion and then write a description of what they observe about this process.

Students are provided with a geological time scale which they use to interpret and answer a number of questions.

Students complete a diagram of a geyser by writing the correct labels from a given selection. Students are also required to answer what causes the water to heat up.

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 use diagrams of rock layers to answer questions concerning geological history, oldest layer, and to account for the presence of fossils.

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.

For this task students are provided with three pie graphs on water. Students are required to interpret these to answer four short answer questions.

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