Life processes resources

Pictures are given of the life cycles of three different animals (hawk, turtle and deer). Students identify which stage the animal's survival is most in danger and give explanation of why it is not safe. Students also give one special feature that helps this animal survive at this time.

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

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

Task: Use information from pictures and background knowledge to complete a chart. Assessment focus: the purpose of the special features of some animals' tongues.

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

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

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: 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.

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

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.

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

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

Students are given an outline of a fair test. They are asked to identify the aim, variables to be controlled, how to judge the results, and an aspect of replication.

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

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.

This resource has four multiple-choice questions about photosynthesis.

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.

Students are required to match plant parts with their function.

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

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

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

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

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