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Task: Answer 2 multiple choice questions about how we would see Moon from Earth if its orbit changed. Assessment focus: relationship of Sun, Earth, and Moon.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

This practical resource requires students to demonstrate some phases of the Moon.

For this practical, students use different sized balls to demonstrate and explain solar and lunar eclipses.

Task: Complete a diagram of the length and position of a shadow of a flagpole. Assessment focus: shadows in relation to sun's position.

Task: Answer questions about the temperature and brightness of types of stars. Assessment focus: interpreting a graph.

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.

Students are provided with a diagram showing rock layers. Students use this diagram to answer a number of questions.

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

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 a diagram of a cutting showing exposed rock layers to answer questions about their formation, age, and geological history.

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

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

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

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

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.

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

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.