Conservation resources

Task: Answer questions about a planned wildlife reserve. Assessment focus: interdependence of animals with their habitat.

Task: Students explain six things that would be needed to develop and maintain an offshore island habitat for endangered birds. Assessment focus: identification of needs of endangered birds.

Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

Students are provided with a graph of lizard numbers on an island. They answer three questions about this graph.

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: read an article about releasing hand-reared kaka into a safe environment and answer questions about the research. Assessment focus: field investigations.

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 are assessed on their ability to retrieve details that support the main idea of an article about an endangered species.

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 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 give reasons for and against saving endangered animals or plants.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Assessment focus: finding important information and the main idea of an informational text. The text used is about an introduced species of fish which has become a pest. SJ-2-4-2005. Text provided.

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.