Communicating in science resources

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.

Students interpret distance-time graphs for a number of scenarios.

Task: identify micro-organisms. Assessment focus: using an identification key

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

Using the information provided on unattached and attached ear lobes, students complete a family tree for this genetic trait.

This task is about describing the behaviour of light rays.

Task: Answer a multiple choice question and explain the reason for choice. Assessment focus: simple circuits and switches.

Students use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

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.

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.

For this practical, students use different sized balls to demonstrate and explain solar and lunar eclipses.

Students draw a graph from some information they are given about the heating of meths in a water bath. Students then explain in terms of particles what is happening for the sloping section and the flat section of the graph.