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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.

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.

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

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.

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

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.

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.

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

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

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.

Students match the names of five animal pests to notes on each of these pests.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

Select from multiple choice options. Assessment focus: classification features of insects and mammals.

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

Task: group pictures of animals under headings. Assessment focus: classification of mammals, birds, and insects.

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

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.