Living World resources

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

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.

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.

Name the group various animals belong to. Assessment focus: classification.

Task: Sort vertebrate animals according to given classification groups. Assessment focus: classification of animals.

Task: identify features of a spider. Assessment focus: classification of spider.

Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

Students explain the differences between the terms; genotype and phenotype; and homozygous and heterozygous.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.

Students match photographs of bird beaks to the correct beak description and type of food it would eat.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

Students draw a line from each genetic term to its correct definition.

Students are given some information about what to do when whales are stranded on our beaches. They answer three questions using this information to help them.

Students match the names of five animal pests to notes on each of these pests.

Students read about the adaptations of a fictitious dinosaur, and then draw and colour in a picture of a dinosaur that illustrates these adaptations.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

This practical task assesses students' ability to identify the features of four invertebrate groups using labels and animal cards.

Task: Answer six true or false questions. Assessment focus: Definitions of genetic terms.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

Students are provided with six pictures of animals. They identify those that can fly, and explain what these animals have in common.

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.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

Students are required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.