What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
For this Assessment Activity, there is the choice to look at the spatial distribution of earthquakes across Aotearoa New Zealand or globally.
You are going to demonstrate your understanding of the spatial distribution of earthquakes in your chosen context.
You will:
- describe where earthquakes occur
- explain why earthquakes occur in these places
- analyse the significance of impacts of earthquakes on place.
Use the following structure to guide how you will present your work. Remember to use relevant evidence and geographic terminology to develop your explanation.
- Begin by describing the spatial distribution of earthquakes, and factors or processes, or a combination of both, that contribute to the spatial distribution. You could include an annotated diagram, map, or another visual to help with your description.
- Examine different factors or processes, or a combination of both, that have contributed to the spatial distribution of earthquakes in Aotearoa New Zealand. Explain how they have contributed to the spatial distribution. For te ao Māori contexts, connection with local te ao Māori knowledge holders is encouraged to engage with kōrero tuku iho and taonga tuku iho in a way that honours Te Tiriti o Waitangi. You could include an annotated diagram, map, or another visual to help with your explanation.
- In your analysis of the spatial distribution of earthquakes across Aotearoa New Zealand, show understanding of different impacts that earthquakes have on places. Begin by describing the impacts themselves. Then explain how earthquakes have impacts on different places. Determine the significance of the impacts and make judgements about their significance. You might like to consider positive, negative, economic, short-term, or long-term impacts.
For this Assessment Activity, there is the choice to look at the spatial distribution of earthquakes across Aotearoa New Zealand or globally.
You are going to demonstrate your understanding of the spatial distribution of earthquakes in your chosen context.
You will:
- describe where earthquakes occur
- explain why earthquakes occur in these places
- analyse the significance of impacts of earthquakes on place.
Use the following structure to guide how you will present your work. Remember to use relevant evidence and geographic terminology to develop your explanation.
- Begin by describing the spatial distribution of earthquakes, and factors or processes, or a combination of both, that contribute to the spatial distribution. You could include an annotated diagram, map, or another visual to help with your description.
- Examine different factors or processes, or a combination of both, that have contributed to the spatial distribution of earthquakes in Aotearoa New Zealand. Explain how they have contributed to the spatial distribution. For te ao Māori contexts, connection with local te ao Māori knowledge holders is encouraged to engage with kōrero tuku iho and taonga tuku iho in a way that honours Te Tiriti o Waitangi. You could include an annotated diagram, map, or another visual to help with your explanation.
- In your analysis of the spatial distribution of earthquakes across Aotearoa New Zealand, show understanding of different impacts that earthquakes have on places. Begin by describing the impacts themselves. Then explain how earthquakes have impacts on different places. Determine the significance of the impacts and make judgements about their significance. You might like to consider positive, negative, economic, short-term, or long-term impacts.
How to present your learning
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard. You can use a variety of ways to show what you have learned through exploration, such as:
Option 1:
Prepare an audio-visual presentation (3-4 minutes long). This could take the form of:
- presenting directly to your kaiako
- a recording of you presenting on a current affairs-style TV show (think Seven Sharp)
- a recording of you presenting a documentary (think National Geographic)
- an interview with an expert on a radio show (think RNZ Nights).
Submit your audio-visual presentation to your kaiako.
Include visuals such as maps, annotated maps, graphs, and other evidence to support your presentation. They can be handed in to support your presentation.
Option 2:
Prepare a written report — around 800 words.
Include supporting visuals such as maps, annotated photographs, graphs, and other evidence to support your answer.
Submit your written report to your kaiako.
Option 3:
Prepare a visual presentation. This could be in the form of:
- story map
- poster with annotated visuals
- display board with annotated visuals.
Include supporting visuals such as maps, annotated photographs, graphs, and other evidence to support your visual presentation.
Submit your presentation to your kaiako.
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard. You can use a variety of ways to show what you have learned through exploration, such as:
Option 1:
Prepare an audio-visual presentation (3-4 minutes long). This could take the form of:
- presenting directly to your kaiako
- a recording of you presenting on a current affairs-style TV show (think Seven Sharp)
- a recording of you presenting a documentary (think National Geographic)
- an interview with an expert on a radio show (think RNZ Nights).
Submit your audio-visual presentation to your kaiako.
Include visuals such as maps, annotated maps, graphs, and other evidence to support your presentation. They can be handed in to support your presentation.
Option 2:
Prepare a written report — around 800 words.
Include supporting visuals such as maps, annotated photographs, graphs, and other evidence to support your answer.
Submit your written report to your kaiako.
Option 3:
Prepare a visual presentation. This could be in the form of:
- story map
- poster with annotated visuals
- display board with annotated visuals.
Include supporting visuals such as maps, annotated photographs, graphs, and other evidence to support your visual presentation.
Submit your presentation to your kaiako.
Timeframe
You have up to six periods of class time to complete this Assessment Activity.
You have up to six periods of class time to complete this Assessment Activity.
Getting started
Once you have chosen whether to explore the spatial distribution of earthquakes in Aotearoa New Zealand or globally, then:
- ensure that you understand the purpose of this task, which is to investigate the spatial distribution of earthquakes in your chosen context
- explore case studies of earthquakes that have impacted places in your chosen context. If your chosen context is Aotearoa New Zealand, this can include engaging with pūrākau and other sources of knowledge within te taiao being explored.
- ensure that you have explored tectonic processes and how they have shaped the landscape(s) of your chosen context.
Once you have chosen whether to explore the spatial distribution of earthquakes in Aotearoa New Zealand or globally, then:
- ensure that you understand the purpose of this task, which is to investigate the spatial distribution of earthquakes in your chosen context
- explore case studies of earthquakes that have impacted places in your chosen context. If your chosen context is Aotearoa New Zealand, this can include engaging with pūrākau and other sources of knowledge within te taiao being explored.
- ensure that you have explored tectonic processes and how they have shaped the landscape(s) of your chosen context.
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
For this Assessment Activity, there is the choice to look at the spatial distribution of earthquakes across Aotearoa New Zealand or globally.
You are going to demonstrate your understanding of the spatial distribution of earthquakes in your chosen context.
You will:
- describe where earthquakes occur
- explain why earthquakes occur in these places
- analyse the significance of impacts of earthquakes on place.
Use the following structure to guide how you will present your work. Remember to use relevant evidence and geographic terminology to develop your explanation.
- Begin by describing the spatial distribution of earthquakes, and factors or processes, or a combination of both, that contribute to the spatial distribution. You could include an annotated diagram, map, or another visual to help with your description.
- Examine different factors or processes, or a combination of both, that have contributed to the spatial distribution of earthquakes in Aotearoa New Zealand. Explain how they have contributed to the spatial distribution. For te ao Māori contexts, connection with local te ao Māori knowledge holders is encouraged to engage with kōrero tuku iho and taonga tuku iho in a way that honours Te Tiriti o Waitangi. You could include an annotated diagram, map, or another visual to help with your explanation.
- In your analysis of the spatial distribution of earthquakes across Aotearoa New Zealand, show understanding of different impacts that earthquakes have on places. Begin by describing the impacts themselves. Then explain how earthquakes have impacts on different places. Determine the significance of the impacts and make judgements about their significance. You might like to consider positive, negative, economic, short-term, or long-term impacts.
For this Assessment Activity, there is the choice to look at the spatial distribution of earthquakes across Aotearoa New Zealand or globally.
You are going to demonstrate your understanding of the spatial distribution of earthquakes in your chosen context.
You will:
- describe where earthquakes occur
- explain why earthquakes occur in these places
- analyse the significance of impacts of earthquakes on place.
Use the following structure to guide how you will present your work. Remember to use relevant evidence and geographic terminology to develop your explanation.
- Begin by describing the spatial distribution of earthquakes, and factors or processes, or a combination of both, that contribute to the spatial distribution. You could include an annotated diagram, map, or another visual to help with your description.
- Examine different factors or processes, or a combination of both, that have contributed to the spatial distribution of earthquakes in Aotearoa New Zealand. Explain how they have contributed to the spatial distribution. For te ao Māori contexts, connection with local te ao Māori knowledge holders is encouraged to engage with kōrero tuku iho and taonga tuku iho in a way that honours Te Tiriti o Waitangi. You could include an annotated diagram, map, or another visual to help with your explanation.
- In your analysis of the spatial distribution of earthquakes across Aotearoa New Zealand, show understanding of different impacts that earthquakes have on places. Begin by describing the impacts themselves. Then explain how earthquakes have impacts on different places. Determine the significance of the impacts and make judgements about their significance. You might like to consider positive, negative, economic, short-term, or long-term impacts.
How to present your learning
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard. You can use a variety of ways to show what you have learned through exploration, such as:
Option 1:
Prepare an audio-visual presentation (3-4 minutes long). This could take the form of:
- presenting directly to your kaiako
- a recording of you presenting on a current affairs-style TV show (think Seven Sharp)
- a recording of you presenting a documentary (think National Geographic)
- an interview with an expert on a radio show (think RNZ Nights).
Submit your audio-visual presentation to your kaiako.
Include visuals such as maps, annotated maps, graphs, and other evidence to support your presentation. They can be handed in to support your presentation.
Option 2:
Prepare a written report — around 800 words.
Include supporting visuals such as maps, annotated photographs, graphs, and other evidence to support your answer.
Submit your written report to your kaiako.
Option 3:
Prepare a visual presentation. This could be in the form of:
- story map
- poster with annotated visuals
- display board with annotated visuals.
Include supporting visuals such as maps, annotated photographs, graphs, and other evidence to support your visual presentation.
Submit your presentation to your kaiako.
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard. You can use a variety of ways to show what you have learned through exploration, such as:
Option 1:
Prepare an audio-visual presentation (3-4 minutes long). This could take the form of:
- presenting directly to your kaiako
- a recording of you presenting on a current affairs-style TV show (think Seven Sharp)
- a recording of you presenting a documentary (think National Geographic)
- an interview with an expert on a radio show (think RNZ Nights).
Submit your audio-visual presentation to your kaiako.
Include visuals such as maps, annotated maps, graphs, and other evidence to support your presentation. They can be handed in to support your presentation.
Option 2:
Prepare a written report — around 800 words.
Include supporting visuals such as maps, annotated photographs, graphs, and other evidence to support your answer.
Submit your written report to your kaiako.
Option 3:
Prepare a visual presentation. This could be in the form of:
- story map
- poster with annotated visuals
- display board with annotated visuals.
Include supporting visuals such as maps, annotated photographs, graphs, and other evidence to support your visual presentation.
Submit your presentation to your kaiako.
Timeframe
You have up to six periods of class time to complete this Assessment Activity.
You have up to six periods of class time to complete this Assessment Activity.
Getting started
Once you have chosen whether to explore the spatial distribution of earthquakes in Aotearoa New Zealand or globally, then:
- ensure that you understand the purpose of this task, which is to investigate the spatial distribution of earthquakes in your chosen context
- explore case studies of earthquakes that have impacted places in your chosen context. If your chosen context is Aotearoa New Zealand, this can include engaging with pūrākau and other sources of knowledge within te taiao being explored.
- ensure that you have explored tectonic processes and how they have shaped the landscape(s) of your chosen context.
Once you have chosen whether to explore the spatial distribution of earthquakes in Aotearoa New Zealand or globally, then:
- ensure that you understand the purpose of this task, which is to investigate the spatial distribution of earthquakes in your chosen context
- explore case studies of earthquakes that have impacted places in your chosen context. If your chosen context is Aotearoa New Zealand, this can include engaging with pūrākau and other sources of knowledge within te taiao being explored.
- ensure that you have explored tectonic processes and how they have shaped the landscape(s) of your chosen context.