Interpret representations resources

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

Students interpret a table on the properties of plastics by answering a series of short questions.

Students use information on the properties of five different drinks in order to place them correctly into a key.

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students interpret the diagrams of mixtures, solutions, and pure substances. Then they draw diagrams to represent other combinations of substances.

Students classify 12 common substances as either a compound, mixture, or element.

Students draw a graph from some information they are given about the heating of meths in a water bath. Students then explain in terms of particles what is happening for the sloping section and the flat section of the graph.

Students use diagrams of substances with labelled atoms to write their chemical formula.

Students answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

Task: Students play a card game to construct a waterways relationships web. Assessment focus: relationships within a waterways ecosystem.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.

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

Task: students interpret diagrams to consider the effects of tidal changes on rock pools. Assessment focus: relationship of living things with their physical environment.

Students are provided with information about a genetic trait. They develop genotypes for the parents involved and then complete a punnet square for these.

Students are provided with a graph of lizard numbers on an island. They answer three questions about this graph.

Using characteristics found in peas, students construct two punnet squares and then answer questions on these.

Students colour in three fish according to given instructions. They then explain the advantage of this colour pattern for each fish.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.