Interpret representations resources

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: classification keys.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

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

This practical task requires students to test a number of circuits and to give reasons why some of the circuits do not work while others do. Students also look at other circuits and explain what happens to the brightness of the bulb.

Identify from four circuit diagrams which bulbs will light up. Assessment focus: electrical circuits.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

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

For this task students identify what may cause clouds to be at different heights and then interpret weather information to answer a multiple-choice question about fog.

Task: Students use observation and a key to identify native plants. Assessment focus: Using a classification key.

Students use a key to classify and describe a number of the illustrated insects and spiders.

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.

Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.

Task: Match vocabulary and definitions, and select why these terms are useful to know when thinking about butterflies at risk. Assessment focus: understanding science texts.

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.

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

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 the temperature and brightness of types of stars. Assessment focus: interpreting a graph.

Students are provided with a food web based on organisms of the rocky shore and sea. Students use this to answer questions about food chains in the food web.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

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

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.

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