Interpret representations resources

For this NEMP task students use a key to name five small animals. They answer a question about the gas animals need to survive.

Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.

Using illustrations from five different beech trees and a key, students are asked to identify which type of beech tree each leaf comes from.

Students use a chart that identifies some birds' eggs to answer short response questions.

Students use a key to classify and describe a number of the illustrated insects and spiders.

Task: identify micro-organisms. Assessment focus: using an identification key

This task is about describing the behaviour of light rays.

Students answer questions about how a road moves after an earthquake.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

This whole investigation requires students to find out how spring stretch is affected by different masses pulling on it. There is also a section for planning a similar investigation and a processing section using some provided data.

This practical task requires students to plan, process, and evaluate an investigation on types of fruit and the voltage that each can produce.

Task: Answer two questions about variables in an investigation about insulation and complete a graph. Assessment focus: fair testing.

Students investigate energy transfer by colliding marbles, explaining their observations, and what happens to the energy of the moving marble on impact.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

Students predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

Students are asked to explain why the Southern Cross appears not to be in the same place in the night sky that it was a few months previously.

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.

For this practical task students plan and carry out a fair test to determine which of four different cups will keep water the hottest over 10 minutes. Students are also required to graph their results and write a conclusion.

For this practical task students are assessed on their ability to record their observations of the decomposition of a cut slice of pumpkin over a two week time period.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

Task: Select the most suitable thermometer to use for different purposes and answer two questions about scale. Assessment focus: making measurements decisions.

Students answer two multichoice questions giving explanations for their choice and two short answer questions.

Students are provided with a diagram of a thermometer and they answer questions on its use, how it works, and then read the temperatures from four thermometers.