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.

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.

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.

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.

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.

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.

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.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

Students are provided with some information about testing leaves for starch. They are required to match the steps in the process with their purpose, and to explain what substance is present that turns iodine blue-black.

Students are given diagrams of an experiment on photosynthesis using pond weed. Students are asked to put the diagrams of the experiment into the correct order, to give an aim, identify the gas produced, name the process in plants that produces this gas, and to write a conclusion for the experiment.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

Students answer questions about the materials that pass through the placenta between the mother and the baby.

For this NEMP task students write about parts of the snail that help it survive.

For this NEMP task students write about the parts of a praying mantis that help it survives.

Students explain the function of the veins, waxy layer of the upper surface of the leaf, how the shape of the leaf traps light energy and why the upper surface of the leaf is a darker green than the lower surface.

This resource has four multiple-choice questions about photosynthesis.

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.

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.

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.