Living World resources

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Task: Identify how features/adaptations of a starfish help it survive, and decide whether the amount of evidence from scientists' observations supports or does not support their theory/inference. Assessment focus: using observations as evidence to inform theories.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Students read an article about an investigation into the sustainable harvest of pīkao and identify key features of the investigation. Assessment focus: interpreting information about how scientists work.

Task: Read information and compare the special features that influence the chances of survival of black robins and fantails. Assessment focus: interpreting text to identify risk factors for survival.

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.

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.

Students are provided with a picture of a New Zealand native bird. Students select a word from a given list to name each of these bird parts. Students are then required to explain why the bird needs each of these named parts.

Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.