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Task: Students draw a fruit tree for each season of the year. Assessment focus: Seasonal changes of fruit trees.

Students cut out four drawings of different stages of a frog's life cycle. They place these in order, and then explain how the frog has changed.

Students answer two multiple-choice questions that look at the life cycle of butterflies and frogs.

Students explain the terms endangered and extinct. Students give two examples of animals that are endangered and give reasons for why these animal numbers have declined.

Students explain three ways native birds could be affected if a stand of native bush found on farmland was removed.

Students explain what the effects of draining a pond would have on the ducks and reeds that live there.

Students outline four things that would need to be done to look after a garden for a month.

A diagram of the bottom row of teeth has been provided. Students draw a line from each tooth name (canine, molar, and incisor) to an example of that tooth type in the diagram. Students then fill in a table where they explain what each tooth type does.

For this practical task students cut out descriptions of body part functions and match these to the various labelled parts of a human.

For this practical task, students cut out descriptions of body part functions, and match these to the various labelled parts of a dog.

Students draw a line from the type of bee to the bee's job in the hive.

Students answer three multiple-choice questions on the function of the lungs, heart, and kidneys.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

Students indicate the links between different examples of vertebrate animals and their classification features by shading the correct links on the diagram provided.

Students are asked to identify the larger group that each of the following animals belongs to: turtle; swan; lizard; deer; frog; and rabbit. An example has been given to model this task.

Task: answer two questions about features of bats. Assessment focus: classification.

Students explain two things a baby animal needs from its mother. Students then describe how a human changes as it grows up and becomes an adult.

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

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.

Task: identify features of a spider. Assessment focus: classification of spider.

Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

Students explain the differences between the terms; genotype and phenotype; and homozygous and heterozygous.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.

Students match photographs of bird beaks to the correct beak description and type of food it would eat.

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.