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

Students are provided with a picture of a New Zealand native bird. Students select a word from a given list to name each of these bird parts. Students are then required to explain why the bird needs each of these named parts.

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

Students identify the larger group that four animals belong the features that those groups have using images of the animals.

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

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

Students are provided with six pictures of animals. They identify those that can fly, and explain what these animals have in common.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students draw a line from each genetic term to its correct definition.

Students are required to match plant parts with their function.

Using a diagram of a crab, students explain some of the crab's adaptations.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

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.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

Using a labelled flower, students select the parts which are responsible for seed formation, pollen production, and bud protection.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

Students answer questions about conditions necessary for germination, seed dispersal, and parts of a flower. Assessment focus: plant reproduction.

Task: Fill in a chart to identify the damage caused by various animal pests. Assessment focus: specific contextual knowledge about animal pests.

Students are required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.

Using the genetic characteristic for ear lobes, students answer questions about the genotype, and construct a punnet square.

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

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.