Interpret representations resources

Students answer five questions interpreting data on temperature decrease in three different types of cups.

For this practical task students investigate the magnetic fields that exist around a horseshoe magnet. Students then use two bar magnets to investigate what happens when similar and unlike poles are facing each other.

Three key variables related to high altitude flight are displayed graphically. Students use the information provided to answer a series of questions about flight.

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

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.

This practical resource requires students to demonstrate some phases of the Moon.

This practical task requires students to use a simple star map to point out the apparent location of stars or star groups during daylight hours. Students also use the star map to show where the Southern Cross would be situated at different times of an evening.

Task: Investigate the length of shadows in relationship to the sun's position. Assessment focus: interpreting a model.

Task: Label a diagram. Assessment focus: relative positions of Earth and Sun for each season.

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

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

Students use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.

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.

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.

For this task students understanding of tides is explored. Students are asked to identify where high tides occur when the Moon is in a certain position and how often high tides occur.

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

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

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

Students are provided with a geological time scale which they use to interpret and answer a number of questions.

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

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 map showing wind speed and direction over some landforms. Students explain two ways that mountains affect the wind.

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.