Ecology resources

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

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

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

For this practical task the entire class is involved in an outside activity that looks at camouflage and warning colouration. Students then share their results and answer a number of questions.

Task: Complete a drawing of things found in or near a waterway, and describe relationships between them. Assessment focus: interdependence in a waterways environment.

Task: Read a table to answer questions about when birds are likely to visit a native garden for food. Assessment focus: interpreting a table.

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 are given a diagram and information on the ratios of black- to grey-coated possums. Students answer questions relating to this information as well as identifying a method that could be used to determine the percentage of each coat colour.

Task: Students interpret information about couch grass from a diagram and explain why its special features make it difficult to get rid of. Assessment focus: special features ensure a plant's survival.

Task: students answer questions about features of the fennec fox. Assessment focus: adaptations.

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

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: 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.

Task: Sort cards to identify how four items of rubbish will impact on the beach, plants and animals that are found there, and humans. They then select items to remove and leave, and justify their decisions. Assessment focus: impact of materials on the environment.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Task: Complete a drawing of things found on a dairy farm, and describe relationships between them. Assessment focus: interdependence in a dairy farm environment.

Task: Complete a drawing of things found in and near a flax bush, and describe relationships between them. Assessment focus: interdependence in a flax bush environment.

Task: Complete a drawing of things found in or near an ocean, and describe relationships between them. Assessment focus: interdependence in an ocean environment.

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: Interpret a flowchart and text to identify in what ways goats are pests. Assessment focus: identifying ways in which goats are pests and how they are controlled.

Some notes on the rabbit calicivirus are provided. Students use these and their own understandings of food chains to answer four questions.

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.

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: Match vocabulary and definitions, and select why these terms are useful to know when thinking about butterflies at risk. Assessment focus: understanding science texts.