Birds resources

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.

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

Students match photographs of bird beaks to the correct beak description and type of food it would eat.

The native bird the kakapo is the subject of this listening comprehension assessment. SJ-2-3-1992. Text not provided.

Assessment focus: deciding which description of the main idea of an informational text is most appropriate, and justifying their thinking. The text used is about the adaptation of bird's feet to their environment.

Students read an article about a cockatoo to find factual information. Junior Journal 17. Text not provided.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.

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

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.

Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

Task: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Read information and compare the special features that influence the chances of survival of black robins and fantails. Assessment focus: interpreting text to identify risk factors for survival.

Students classify a range of animals as mammals, birds, or fish.

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

Task: Sort vertebrate animals according to given classification groups. Assessment focus: classification of animals.