Life processes resources

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

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.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

This resource has four multiple-choice questions about photosynthesis.

Students are required to match plant parts with their function.

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.

Students answer questions about conditions necessary for germination, seed dispersal, and parts of a flower. Assessment focus: plant reproduction.

Task: Demonstrate understanding of the pupil reflex of the eye, and apply this to answering questions about sunglasses safety. Extension questions probe understanding of who decides on and applies safety standards. Assessment focus: effect of UV light on the eyes and how it can be mediated by simple sunglasses technology.

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

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.

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

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.

Task: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.