Reptiles resources

Students explain how two armoured reptiles' adaptations protect them from being eaten by predators.

Task: Students use an image of an Australian lizard to explain what purpose is served by the lizard's tail looking like its head. Assessment focus: features for survival.

Task: Identify the features of three animals, name their classification group, and answer two questions comparing features of the groups. Assessment focus: classification of animals.

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

Task: sort cards into groups. Assessment focus: classification

Task: sort cards and answer questions orally. Assessment focus: classification of animals.

Students use a diagram showing similar and dissimilar characteristics of reptiles, birds, and mammals, to answer questions regarding these features.

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.

This practical task assesses students' ability to identify the larger animal group that four vertebrate animals belong to and then identify the features that those groups have using labels.

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

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

Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.

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.