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.
Students are given eight pictures of animals and are asked to identify which of these are mammals. Students are also asked to give two features of mammals.
Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.
Students are provided with seven drawings of different animals and are asked to draw circles around those that are insects. Two features of insects are also required.
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: Identify the features of three animals, name their classification group, and answer two questions comparing features of the groups. Assessment focus: classification of animals.
Task: Discuss opinions, presented as a concept cartoon, about why a toy car rolled down a slope eventually stops and develop group explanation. Assessment focus: explanations
Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.
Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.
Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle.
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