Students explain the terms endangered and extinct. Students give two examples of animals that are endangered and give reasons for why these animal numbers have declined.
Four different vertebrate animals are illustrated. For each animal the student needs to name the body part used by each animal to move, and then explain how this part makes the animal move.
Diagrams of four different vertebrate tails are illustrated. Students are required to name an animal that has each type of tail, and then explain how the animal uses this type of tail.
For this practical task students investigate water (and dye) movement in a plant when the stem of a daisy is cut lengthwise into three sections. Students record their observations and then explain their results in a scientific way. Key words have been provided.
Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.
Task: Students use an image of an Australian lizard to explain what purpose is served by the lizard's tail looking like its head. Assessment focus: features for survival.
Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.
Task: Students read a short written text to explain how the special features of wild ginger help it survive. Assessment focus: explanation of wild ginger's special features and why it is a pest plant.
Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.