Living World resources

Task: Students draw a labelled diagram of a plant indicating how it gets its energy. Assessment focus: photosynthesis.

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 are given a diagram of a fly and are asked to give three reasons why this animal is not a spider.

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

Task: sort pictures into specified groups and identify features that are common to each group. Assessment focus: classification of insects/non-insects.

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

Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

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 read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students answer questions about the materials that pass through the placenta between the mother and the baby.

Students are provided with some information about testing leaves for starch. They are required to match the steps in the process with their purpose, and to explain what substance is present that turns iodine blue-black.

For this NEMP task students write about parts of the snail that help it survive.

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

Students are provided with information about a genetic trait. They develop genotypes for the parents involved and then complete a punnet square for these.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

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.

For this NEMP task students write about the parts of a praying mantis that help it survives.