Refine Current Search

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.

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: 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.

Task: Complete a drawing of things found in or near a waterway, and describe relationships between them. Assessment focus: interdependence in a waterways environment.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

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 asked to explain the meaning of the terms, recycle, reduce, and reuse.

Task: Use a key to identify six different metals from the descriptions provided. Assessment focus: using a key to identify metals.

Students explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

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: 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.

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

Task: Answer a multiple choice question and explain the reason for choice. Assessment focus: simple circuits and switches.

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

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 two star maps as seen from Wellington at two different times of the year. Students are asked to explain why the stars on the map appear in different parts of the sky depending on the time of the year.

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.

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.

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

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

Students are given some information about four gases. They use this information and a key to identify the four gases.

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

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.