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Students answer two multiple-choice questions about full Moon and lunar eclipses.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.

Students are provided with a diagram of a roadside cutting. They are asked to mark the fault line and the youngest rock layer in this cutting. Students then suggest two explanations for the pattern shown in the diagram.

Students are provided with a diagram showing layers of rock and three possible results of changes that could occur. Words and phrases are provided to help students answer several short answer questions about the possible cause of the changes.

Students are provided with two diagrams, one showing the focus of earthquakes in NZ and the other the Earth's plates. Students interpret these diagrams and use them to answer three short questions.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

For this task students are asked to explain the cause of weathering of rocks and to identify the hardest and the softest rock in a column of rock.

Students view four sequential diagrams on fossilisation, and then write explanations about this process using the diagrams and their own knowledge.

Students view an online animation which illustrates stages of a volcanic eruption, write their observations and answer question about eruptions. Assessment focus: observations based on a model, and knowledge of volcanic eruptions.

Student view an online animation of cliff erosion and then write a description of what they observe about this process.

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.

Students answer questions about major natural events that happened on the Earth in one week by interpreting a diagram showing these.

Students complete a diagram of a geyser by writing the correct labels from a given selection. Students are also required to answer what causes the water to heat up.

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 use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.

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 weather map for the North Island of NZ and interpret this information to answer three short answer questions.

For this task students are provided with three pie graphs on water. Students are required to interpret these to answer four 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.