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Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

Students suggest ways to prevent a steep bank slipping. The assessment focus is application of their knowledge about erosion.

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

Students are given a diagram that is used to describe the surface temperature and brightness of stars. Using the diagram and information provided, students indicate where different stars would be located.

This practical task requires students to use a simple star map to point out the apparent location of stars or star groups during daylight hours. Students also use the star map to show where the Southern Cross would be situated at different times of an evening.

Using information about comets, students label a diagram of a comet and draw the orbit of a comet and the position of the comet in two places in its orbit.

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Students plot the positions for three different stars at three different times during the evening. Students use this information to answer questions about star movement around the South Celestial Pole.

Task: Investigate the length of shadows in relationship to the sun's position. Assessment focus: interpreting a model.

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: Label a picture with ways to protect ourselves from the Sun, and describe why we need to do so. Assessment focus: protection from the Sun's rays.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

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.

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.

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.

Task: multiple choice questions and interpreting a diagram. Assessment focus: phases of the moon.

Students match each planet to its correct description.

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 star movement during an evening and star colour and temperature.

For this task students are asked two questions about early Polynesian navigation. Students need to identify features of the environment that explorers would have used to navigate home and to find new land.