Life processes resources

Students cut out four drawings of different stages of a frog's life cycle. They place these in order, and then explain how the frog has changed.

Students answer two multiple-choice questions that look at the life cycle of butterflies and frogs.

Students outline four things that would need to be done to look after a garden for a month.

Diagrams of four different vertebrate tails are illustrated. Students are required to name an animal that has each type of tail, and then explain how the animal uses this type of tail.

A diagram of the bottom row of teeth has been provided. Students draw a line from each tooth name (canine, molar, and incisor) to an example of that tooth type in the diagram. Students then fill in a table where they explain what each tooth type does.

Students draw a line from each body part illustrated (lungs, heart, brain, intestines, stomach, liver) to the correct box in the body to show where the body part is actually located.

For this task students are asked to draw the eyes, fins, gills, and mouth onto an outline of a fish. Students then explain the function of each of these parts of the fish (including scales and the tail).

For this practical task students cut out descriptions of body part functions and match these to the various labelled parts of a human.

Students draw a line from the type of bee to the bee's job in the hive.

Students answer three multiple-choice questions on the function of the lungs, heart, and kidneys.

Task: students write the sense related to various parts of a dog's body. Assessment focus: sensory organs.

Students explain two things a baby animal needs from its mother. Students then describe how a human changes as it grows up and becomes an adult.

Task: complete two multiple choice questions. Assessment focus: respiration of marine mammals and fish.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

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

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

Students are provided with six pictures of animals. They identify those that can fly, and explain what these animals have in common.

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.

Students are required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.

For this practical task students are assessed on their understanding of the life cycle of a butterfly by putting pictures (of eggs, caterpillar, pupa, emerging butterfly, and butterfly) into the correct sequential order and answering some questions.

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.

Students are provided with a graph of lizard numbers on an island. They answer three questions about this graph.

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.