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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.

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.

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

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

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.

Students interpret a weather map to answer three multiple-choice questions on information it contains.

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 map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

Students are provided with a weather map showing the lower North Island of NZ. Students are required to interpret this map to answer three short answer questions.

This practical task requires students to make observations of three different types of soils and record their observations in a chart.

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed 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.

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.

This practical task has students investigate the surface area of three objects and whether this influences the rate of evaporation. Students fill in a table, and calculate the water loss and answer questions to show their understanding.

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 identify the solids, liquids, and gases in three short passages.

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

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 construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

Students answer two multiple choice questions about fair testing in the context of static electricity.

Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

Task: Identify the position of the sun and the time of day when the shadows shown is formed. Assessment focus: shadows.

Students solve number problems involving ratios of hourly rates of pay.

Students write and solve linear equations to describe cooking times.

Using the principles of fair testing, students identify four factors that could affect the time it takes for electric jugs to boil water.