Living World resources

Students explain two features of insects and explain how the wings differ between a fly and a butterfly.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

Task: circle the animals that are birds, then write two ways to tell they are birds. Assessment focus: classification.

Students are provided with seven drawings of different animals and are asked to draw circles around those that are insects. Two features of insects are also required.

Students are given four pictures, and are asked to draw a circle around the picture that is not a bird, and then give a reason for their choice. Similarly, they circle animals that are not mammals, fish, and molluscs.

Students draw a line from each of the named animals to a feature of this animal.

Task: answer two questions about features of bats. Assessment focus: classification.

Task: Identify the features of three animals, name their classification group, and answer two questions comparing features of the groups. Assessment focus: classification of animals.

Select from multiple choice options. Assessment focus: classification features of insects and mammals.

Task: compare features of sea mammals and fish, and describe two features of mammals. Assessment focus: classification of fish and mammals.

Task: group pictures of animals under headings. Assessment focus: classification of mammals, birds, and insects.

Students classify a range of animals as mammals, birds, or fish.

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

Task: sort cards into groups. Assessment focus: classification

This practical task assesses students' ability to identify the larger group that four animals belong to and then to identify the features that those groups have using animal cards and labels.

Students identify the larger group that four animals belong the features that those groups have using images of the animals.

Task: sort cards and answer questions orally. Assessment focus: classification of animals.

Students are provided with a diagram of a moa and asked if each of seven sentences about moa is correct or incorrect.

Students explain two things a baby animal needs from its mother. Students then describe how a human changes as it grows up and becomes an adult.

Task: complete two multiple choice questions. Assessment focus: respiration of marine mammals and fish.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

Students match each plant diagram to a description that matches the adaptation for each particular plant. They then explain two of their answers.

This practical task assesses students' ability to identify the larger animal group that four vertebrate animals belong to and then identify the features that those groups have using labels.