Birds resources

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.

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.

Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

Task: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Students identify which different events threaten our native birds or have done so in the past. Assessment focus: identification of the specific impacts of human actions.

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.

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

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.

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