Keeping safe

Keeping safe

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about life cycles and survival.

Question

a)  i)  Choose a time when this animal's survival is most in danger. (select one)

    • keeping-safe-a-bird.png

    • keeping-safe-a-eggs.png

    • keeping-safe-a-chicks.png

Why is this animal not safe at this time?

Question 1Change answer

ii)  Explain one special feature that helps this animal to survive at this time.

Question

b)  i)  Choose a time when this animal's survival is most in danger.

    • keeping-safe-b-turtle.png

    • keeping-safe-b-turtle-eggs.png

    • keeping-safe-b-baby-turtles.png

Why is this animal not safe at this time?

Question 1Change answer

ii)  Explain one special feature that helps this animal to survive at this time.

Question

c)  i)  Choose a time when this animal's survival is most in danger.

    • keeping-safe-c-stag.png

    • keeping-safe-c-fawn.png

    • keeping-safe-c-deer.png

Why is this animal not safe at this time?

Question 1Change answer

ii)  Explain one special feature that helps this animal to survive at this time.
Task administration: 
This task can be completed with pencil and paper or online.
Level:
4
Curriculum info: 
Science, Communicating in science, Living World
Key Competencies: 
Thinking, Using language, symbols, and texts
Keywords: 
Life processes, survival, animals
Description of task: 
Pictures are given of the life cycles of three different animals (hawk, turtle and deer). Students identify which stage the animal's survival is most in danger and give explanation of why it is not safe. Students also give one special feature that helps this animal survive at this time.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Gather and interpret data
This resource provides opportunities to discuss the clues that the pictures provide to help us make inferences.
Science capabilities: 
Gather and interpret data
Making Better Sense: 
Life Cycle
Answers/responses: 

 

Y8 (09/2001)

a)

 

 

i) 

ii)

Either B or C circled  and a valid reason given for why animal is not safe.

Example

Young birds are unable to move from the nest so predators can easily get them.

Adults will watch the young birds most of the time.

 

 

easy

moderate

b)

 

 

i)

ii)

i)

ii)

 

Either B or C circled and a valid reason given for why animal is not safe.

Examples

Baby turtles are small  and can be eaten by predators.
 
There are so many baby turtles some of them some get away and survive.
 
Eggs can be dug up and eaten.

Eggs are buried so predators cannot find them easily.

 

 

 

 

easy

moderate

c)

 

 

i)

ii)

Either B or C circled and a valid reason given for why animal is not safe.

Example

A new born animal cannot run fast, so a predator could easily catch it.

The adult stays around for protection of the new born animal, or the new born animal has camouflage colouring.

 

 

moderate

moderate