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Task: sort cards into groups. Assessment focus: classification

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

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

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.

Task: sort pictures into specified groups and identify features that are common to each group. Assessment focus: classification of insects/non-insects.

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.

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

For this task students are provided with photographs of four different types of weta. Students are asked to give two features that weta have in common with each other and to give two features that show weta belong to the group insects.

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.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

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: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

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

Students use a key to classify and describe a number of the illustrated insects and spiders.

Task: Students use observation and a key to identify native plants. Assessment focus: Using a classification key.

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: Students classify each of six drawn whales as either toothed or baleen whales. They then divide each group further by using a key. Assessment focus: Interpreting representations.

For this NEMP task students use a key to name five small animals. They answer a question about the gas animals need to survive.

Task: identify micro-organisms. Assessment focus: using an identification key

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

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.