Living World resources

Task: Read a table to answer questions about when birds are likely to visit a native garden for food. Assessment focus: interpreting a table.

Task: Decide what information can or cannot be inferred from food chain diagrams. Assessment focus: reading food chains

Task: Match vocabulary and definitions, and select why these terms are useful to know when thinking about butterflies at risk. Assessment focus: understanding science texts.

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

Four different vertebrate animals are illustrated. For each animal the student needs to name the body part used by each animal to move, and then explain how this part makes the animal move.

Students identify the solids, liquids, and gases in three short passages.

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.

Students are provided with a food web based on organisms of the rocky shore and sea. Students use this to answer questions about food chains in the food web.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Task: Explain how a change in the cockle population has affected one or more organisms in a food web in the short and long term. Assessment focus: Sorting observations and inferences; reading food chains and; using a food web diagram to predict impact of change.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Using the information provided on unattached and attached ear lobes, students complete a family tree for this genetic trait.

The results of three different crosses between long-haired and short-haired rabbits have been provided. Students state, with a reason which characteristic is dominant and complete a punnet square for one of the crosses.

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

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

Task: Design a plant that meets the criteria for a particular environment. Assessment focus: identifying specific features of a plant and explaining how they help it survive in its environment.

Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

Students are given results from an investigation looking at light intensity and its effect on the rate of photosynthesis in two plants. Students are required to draw line graphs of this data and then answer a number of questions pertaining to this.

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Students use a diagram that shows a food web to answer five questions about the information within the food web.

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.

Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.