Planet Earth resources

For this task students are provided with some weather information that includes the UV index. Students interpret this information to answer three short answer questions.

Students answer questions about how a road moves after an earthquake.

Students use a diagram of a cutting showing exposed rock layers to answer questions about their formation, age, and geological history.

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.

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 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.

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.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.

Students interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

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

Students use a diagram that shows a proposed site for a town that has a river running through it. Students identify where it would be best to collect drinking water, and how town planners could stop the town from flooding.

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

Students are provided with a weather map for the North Island of NZ and interpret this information to answer three short answer questions.

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.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

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

Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.

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: 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: 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.