Refine Current Search

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

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

Students are given a key list of words associated with earthquakes. Student use these and their own knowledge to write a paragraph explaining five key points about earthquakes.

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.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

Students are provided with a newspaper article titled 'Gentle quake the latest in swarm' and use this to answer three questions.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

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.

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 and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

Students study a poster about being safe in an earthquake and then answer retrieval and inferential questions.

Students are asked to identify two impending signs of a volcanic eruption and to describe four geological events that are linked to volcanic eruptions.

The assessment focus is on an informative speech to a small group about an historical event. Student directions, a checklist, and scoring guides are included.

For this task students are provided with a diagram of a landslip and an example of a possible cause of this. Students are required to list four other possible causes of landslips.

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 read from, and mark points on, non-linear scales.

Students read an article and are assessed on their ability to retrieve information and to make inferences in response to two questions about geologists.

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

Students use diagrams of rock layers to answer questions concerning geological history, oldest layer, and to account for the presence of fossils.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

Task: Students read a pH scale to determine how it shows the increasing strength of an acid and a base solution and decide from different pH products what the effect would be on an acidic soil. Assessment focus: interpreting a pH scale.

Students are assessed on their ability to identify important information and the main idea of an article about a geologist. Junior Journal 21. Text provided.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.