Kaiako must ensure that ākonga are clear about the purpose for exploring the spatial distribution of a phenomenon. For example, the significance of where earthquakes occur in Aotearoa New Zealand or globally, and their proximity to urban centres and rural communities.

Prior to the assessment, kaiako could:

• explore examples of the spatial distribution of a phenomenon using unrelated topics
• consider a range of different factors and processes that determine the spatial distribution of unrelated topics. For example, this could include global examples that explore the spatial distribution of volcanoes or deserts.
• explore tectonic processes that have helped to shape the landscape(s) of your chosen context
• explore examples of earthquakes and impacts they have on place.

If the chosen context for the Assessment Activity is Aotearoa New Zealand:

• explore concepts, values, and knowledge within mātauranga Māori related to the spatial distribution of different phenomena and their impacts within te taiao
• seek opportunities to connect their ākonga with local knowledge holders in a collaborative setting, to gain understanding and evidence about the phenomenon and its impacts on place. Knowledge holders could be kaumatua, rangatira, council, or organisations.

Possible resources for Aotearoa New Zealand:

• Earthquakes (GNS Science).
• Our plate boundary (GNS Science).
• The big ones (Alpine Fault Magnitude 8).
• Story: Earthquakes (Te Ara — The Encyclopedia of New Zealand).
• Christchurch earthquake case study (Internet Geography).
• Recent quakes (GeoNet).

Possible resources for global distribution of earthquakes:

• Earthquakes (BBC).
• Earthquakes (National Geographic).
• Where do earthquakes occur? (British Geological Survey).
• Where do earthquakes occur? (U.S. Geological Survey).
• Turkey Earthquake: Where did it hit and why was it so deadly? (BBC).
• Haiti earthquake: Facts, FAQs, and how to help (World Vision).

Kaiako should also:

• determine the timing of the assessment event
• provide assessment resources for ākonga to complete the Assessment Activity successfully.

Ākonga may:

• work together in a group to explore their learning, but they must individually present their work to show they have met all of the requirements of the Standard
• work on their assessment in and out of class time over the assessment period specified by the kaiako.

While this Assessment Activity focuses on the phenomenon of earthquakes, kaiako may choose to focus on a different phenomenon that is of interest or relevance to ākonga, using the same approach as shown in this Assessment Activity.