Communicating in science resources

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

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

Students answer three questions by interpreting a weather map and other forecast information.

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.

For this task students are provided with three pie graphs on water. Students are required to interpret these to answer four short answer questions.

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.

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.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Students are provided with a graph of lizard numbers on an island. They answer three questions about this graph.

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.

Using illustrations from five different beech trees and a key, students are asked to identify which type of beech tree each leaf comes from.

Students use a chart that identifies some birds' eggs to answer short response 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.

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

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

Task: Students draw a picture of a burning candle to show changes that occur. Assessment focus: representing the way particles behave when material undergoes temporary and permanent changes.

Students use a diagram that shows a food web to answer five questions about the information within the food web.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.