Life processes resources

Drawings of four different seeds are provided. Students explain how each seed is dispersed.

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

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

For this practical task students are provided with four types of plant storage organs. They classify examples as one of these types of food storage organ. Students also look at the tap root and a tuber and describe the main differences between them.

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.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Students read some notes about kākāpō, and answer questions on how the kākāpō is distinct from other parrots, and why these birds are endangered.

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

Students are provided with four diagrams of different types of fossils. Students are asked to explain the type of information each of these fossils could provide.

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.

Notes on reproduction in some animals have been provided, and students are asked to give reasons for the different processes.

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.

Students complete a table by explaining how 3 different seed types are able to be dispersed.

Students explain adaptations of kangaroos and horses to protect their young.

Task: Students use a labelled diagram of a pitcher plant to answer questions about survival. Assessment focus: features for survival.

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: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

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.

Students give reasons for and against saving endangered animals or plants.

Students are asked to provide reasons for and against having zoos.

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.