Fish resources

Task: complete two multiple choice questions. Assessment focus: respiration of marine mammals and fish.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: Interpreting representations - classification keys.

Students colour in three fish according to given instructions. They then explain the advantage of this colour pattern for each fish.

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

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: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

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: 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: compare features of sea mammals and fish, and describe two features of mammals. Assessment focus: classification of fish and mammals.

Task: use information and observation skills to identify whether pictures of fish are either bony fish or sharks. Assessment focus: classification, interpreting a Venn diagram.

Task: Sort vertebrate animals according to given classification groups. Assessment focus: classification of animals.

Task: sort cards into groups. Assessment focus: classification

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

Name the group various animals belong to. Assessment focus: classification.

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

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.