Interpret representations resources

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

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.

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

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

The results of three different crosses between long-haired and short-haired rabbits have been provided. Students state, with a reason which characteristic is dominant and complete a punnet square for one of the crosses.

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

Students select the correct written definition of the words element, compound, and mixture.

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

Students label six diagrams as an element, compound, or mixture.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

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

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

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

Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.

Students use provided symbols to write formula and to draw diagrams of different compounds.

Task: Match vocabulary and definitions, and select why these terms are useful to know when thinking about butterflies at risk. Assessment focus: understanding science texts.

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 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.

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.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

Students draw a line from each of six invertebrate animals to its correct description. They are also required to name each animal.