Living World resources

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.

Task: Use information from pictures and background knowledge to complete a chart. Assessment focus: the purpose of the special features of some animals' tongues.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

Students are provided with some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.

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.

Task: Fill in a chart to identify the damage caused by various animal pests. Assessment focus: specific contextual knowledge about animal pests.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

Using a labelled flower, students select the parts which are responsible for seed formation, pollen production, and bud protection.

Students are given diagrams of an experiment on photosynthesis using pond weed. Students are asked to put the diagrams of the experiment into the correct order, to give an aim, identify the gas produced, name the process in plants that produces this gas, and to write a conclusion for the experiment.

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.

This resource has four multiple-choice questions about photosynthesis.

Using a diagram of a crab, students explain some of the crab's adaptations.

Students explain the function of the veins, waxy layer of the upper surface of the leaf, how the shape of the leaf traps light energy and why the upper surface of the leaf is a darker green than the lower surface.

Students are required to match plant parts with their function.

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

Using the genetic characteristic for ear lobes, students answer questions about the genotype, and construct a punnet square.

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

Students answer questions about conditions necessary for germination, seed dispersal, and parts of a flower. Assessment focus: plant reproduction.

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

This NEMP task assesses knowledge about plants and animals.