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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.

Task: Answer questions about a diagram, and explain how we get day and night. Assessment focus: day and night.

Students are provided with a diagram that shows some ways water moves in a water cycle. Students are required to explain what is happening in three places and explain how water that falls as snow might get to the sea.

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 asked four short questions that explore their understanding of the Earth's rotation, Earth's revolution, and seasons.

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.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

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.

Task: Use a diagram to answer questions about seasons and day and night. Assessment focus: relationship of Sun and Earth.

Students are provided with a sequence of diagrams showing the erosion of a waterfall by a river over time. Students complete diagrams for two other waterfall erosion sequences. Each waterfall has different combinations of layers of soft and hard rocks.

On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.

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

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 answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland. Students are required to identify and use their own knowledge to indicate the evidence which indicates that these landmasses were once joined together.

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

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.

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.

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

Task: Design a station on Mars. Assessment focus: problem solving to meet human needs in a different environment.

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

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

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.