Q1.

          Living things

          Use the information on below to put the animals in groups.

          Write the name of each animal in the correct box on the next page.

          Two have been done for you.

          Some boxes have more than one animal.

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 5 marks

Q2.          Owls

(a)     The owl has caught a mouse to feed its young.

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 The owl has good hearing for finding prey at night.

Look at the picture.

How else is the owl suited to catching its prey?

  ......................................................................................................................
1 mark

(b)     Which three things do all animals do?

Tick THREE boxes.

move grow

play walk

wash reproduce

3 marks

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 (c)     This key describes the skulls of some small animals that owls eat.

Use the key to identify the skulls shown below.

2 marks

Q3.          Seaweeds

(a)     Seaweeds are plants. They live in the sea and on the seashore.
Some children are using a key to identify two brown seaweeds.

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 Use the key below to help you name seaweeds A and B.

A ...........................................                             B ............................................

2 marks

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 (b)     One of the seaweeds on the key is red.

Name the red seaweed.

  ......................................................................................................................
1 mark

(c)     This seaweed has a flexible stem.

Waves pull the seaweed in different directions.

Explain how a flexible (bendy) stem helps this seaweed to survive in the
sea’s waves.

  ......................................................................................................................

......................................................................................................................
1 mark

(d)     Seaweed has a holdfast which keeps it in place.

Plants that live on land do not have a holdfast.

What part of a land-plant keeps the plant in place?

  ......................................................................................................................
1 mark

(e)     The seaweed’s fronds use light to make food material so that the seaweed grows.

What part of a land-plant uses light to make food material?

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   ......................................................................................................................
1 mark

Q4.          Nature walk

(a)     Some children draw a food chain about living things they see in the garden.
There is a mistake in their food chain.

What is the mistake in their food chain?

  ......................................................................................................................

......................................................................................................................
1 mark

(b)     The children correct their food chain. They make a table showing if each animal in
the food chain is a predator, prey or both.

Tick ONE box in each row of the table to show whether each animal in the food
chain is a predator, prey or both.

Animal Predator Prey Both

caterpillar      

bird      

cat      

2 marks

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 (c)     Which word best describes the function of the cabbage in the food chain?

Tick ONE box.

fertiliser consumer

organism producer

41 mark

(d)     The children make a table about some other animals they found.
 

Animal Where they Number Number

found it of legs of wings

mayfly near the pond 6 4

spider in the grass 8 0

female glow-worm in the grass 6 0

duck near the pond 2 2

They use their table to make a key.

(i)      Use the table above to help you write in the missing question on
the key below.

(ii)     Write the name of each animal from the table in the correct box
on the key below.

One has been done for you.

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 2 marks

Q5.          Animals

(a)     Some children are reading a book about an octopus.

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 Some animals have sharp claws to catch hold of their prey.

Which feature of the octopus helps it to catch hold of its prey?

Use the book to help you.

  ......................................................................................................................
1 mark

(b)     How does changing colour to match the rocks help the octopus to protect itself?

  ......................................................................................................................

......................................................................................................................
1 mark

(c)     The key below can be used to identify some animals.

Use the information in the key to help you circle the animals in the box below that do

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 not have a skeleton inside their bodies.

Circle all the correct answers.

terrapin          dogfish           dog whelk

jellyfish           slow worm      earthworm

2 marks

(d)     Use the key to write three facts about a terrapin.

  1. .................................................................................................................

2. .................................................................................................................

3. .................................................................................................................
2 marks

Q6.          Pond dipping

(a)     Abdi is collecting some living things from a pond. He pulls a net through the water.

Describe how the net separates the water and pond life.

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   ......................................................................................................................

......................................................................................................................
1 mark

(b)     Abdi empties the net into a container of water. He decides to sort the animals he
collected into groups.

Abdi puts these two animals into the same group.

Describe ONE feature that both these animals have.

  ......................................................................................................................
1 mark

(c)     Abdi sorts four more of the pond animals into groups.

Write A, B, C and D to show which group each animal belongs to in the diagram
below.

Some different animals have already been sorted.

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 2 marks

Q7.          Mini-beasts

(a)     Some children find four mini-beasts.

They make a table about their observations.

Complete Table 1 below by adding the names of these four mini-beasts.

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    hoverfly                       spider                   ant                         butterfly

Table 1
 
Name Legs Wings Antennae

................................................... 6 4 2

................................................... 6 2 2

................................................... 6 0 2

................................................... 8 0 0

1 mark

(b)     The children have some ideas about where to put the mini-beasts when they have
finished studying them.

Tick ONE box to show where the children should put the mini-beasts.

in a safe place in a pot with food

away from the road and water

in the place where in a dark place

they were found under a log

1 mark

(c)     The children find more mini-beasts and make a new table.

Table 2

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 Use Table 2 to help you name these two mini-beasts.

(i)  ......................................                                    (ii)  ......................................

1 mark

(d)     It would be easier to name the mini-beasts if the children made a key.

Tick TWO boxes to show which features would be useful in a key to separate the
four mini-beasts in Table 2.

Tick TWO boxes.

has 6 legs has a long thin tail

has 4 wings has 2 antennae

1 mark

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Q8.          Penguins

(a)     The key below can be used to identify penguins.              

Use the key to identify the penguin below.

1 mark

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 (b)     Tick ONE box to show the best reason for identifying animals.

so you can find out what so you can compare

scientific group they are in them with plants

so you can learn about so you can measure

the country they live in how tall they are

1 mark

(c)     Look at the part of the penguins’ food chain below.

(i)      Tick ONE box to show which life process the food chain shows.

movement nutrition

growth reproduction

1 mark

(ii)     A fish is not a producer.

Explain why a fish cannot be a producer.

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   ..............................................................................................................

..............................................................................................................
1 mark

(d)     Give ONE feature of a penguin and describe how it helps a penguin to live in its
environment.

  Feature: ...................................................

How the feature helps: ...................................................................................

1 mark

Q9.          Identifying rocks

          Tom has five different rocks.

          He describes their properties in the table below.

 
Hardness
Rock Colour Texture
Does a coin scratch it?

A black, pink, grey rough no

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 B white smooth yes

C black smooth no

D black rough yes

E white rough no

Write A, B, C, D or E in each box on the sorting diagram below to identify the rocks.

2 marks

Q10.          In the garden

(a)     Fiona is in the garden. She wonders how she can find out the names of some of the
plants.

Tick ONE box to show how Fiona could find out the names of the plants.

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   Fiona could use a...
 

food chain. producer.

fair test. key.

1 mark

(b)     Fiona sorts the plants into groups to help her find out their names.
The plants in one of her groups all have yellow flowers.

Look at the group of plants with yellow flowers.

Fiona needs to sort these plants into two groups.

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 (i)      Suggest a way these plants with yellow flowers could be sorted into two
groups.

  Group 1: Plants with yellow            Group 2: Plants with yellow

         flowers and ...........................           flowers and ...........................

         ................................................           ................................................

(ii)     Write A, B, C or D in each box below to show how Fiona should sort the plants
with yellow flowers into the two groups you gave above.

2 marks

(c)     Scientists sort plants into groups.

Tick ONE box to show why it is a good idea.

to compare plants with animals

to see if a plant is a living thing

in case a plant dies

because there are many types of plant

1 mark

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Q11.          River wildlife

(a)     Some children visit a river and see a duck, a swan and a frog.
The children use the features of the animals to sort the duck and swan into one
group and the frog into another.

(i)      Name a feature of the duck and the swan that puts them in the same group
without the frog.

...............................................................................................................
1 mark

(ii)     Describe a feature the children could use to put the duck and the swan into
different groups.

...............................................................................................................
1 mark

(b)     Ducks can be sorted into different groups.

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 Photographs reproduced by kind permission of J. Moores.

Tick ONE box to show why it is a good idea to sort the ducks into groups.

to help rescue ducks from to help identify different

polluted rivers ducks

to work out what a baby duck because there are a lot of

will look like when it grows plants ducks like to eat

1 mark

(c)     The children use the key below to identify some other birds they see.

Use the key to name TWO birds that have black feathers on their bodies.

  ....................................................... and .........................................................

2 marks

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 (d)     Use the key to answer the question below.

What colour are the wings and beak of a heron?

  The wings are ......................................

The beak is ..........................................

1 mark

Q12.          Trees

(a)     Class 6 are investigating trees in their school grounds.

                                        

Describe ONE function of the roots.

  ........................................................................................................................
1 mark

(b)     Tree leaves absorb light from the Sun.

Tick ONE box to show the life process for which leaves absorb light.

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reproduction nutrition

movement germination

1 mark

(c)     The children observe the flowers on some of the trees.

Complete the labels to name the parts of flower A on the diagram below.

2 marks

(d)     Here are the children’s observations of flower B:

 
The flower does not have a smell.
It does not have bright petals.
It has lots of long stamens.

Tick ONE box to show how flower B is pollinated.

Use the children’s observations to help you.

by insects by birds

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by wind by humans

1 mark

(e)     The table below can be used to sort the flowers on the trees.

Write all the names of the flowers in the correct boxes on the sorting diagram. One
has been done for you.

  Flower has Flower does not have

five petals five petals

Flowers are   Manna ash

grouped together
on the stem

Flowers are    
spread out along
the stem

2 marks

Q13.          Butterflies

(a)     Some children visit a butterfly park.

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 They use the pictures below to identify the butterflies they see.
 

Swallowtail image © Fingerprint design 2010

 
Sally makes some notes about one
butterfly she sees.
Oliver tries to use Sally’s notes to
identify the butterfly.

Explain why Oliver cannot use Sally’s

notes to identify the butterfly.

  ........................................................................................................................
1 mark

 
(b)      Ahmed drew a butterfly.
It is not a Common Blue.

Tick ONE feature of Ahmed’s butterfly

and describe how it is different from a
Common Blue.

  Feature:            body             wings 

This feature of Ahmed’s butterfly is different because ..................................

........................................................................................................................
1 mark

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 (c)     The children write conclusions about the butterflies.

Look at the butterflies and decide whether each conclusion is true, false or you
cannot tell. Tick ONE box for each conclusion.
 
Cannot
All of these butterflies... True False
tell
 
have spots on their wings.

  are eaten by the same

predators.

 
are the same age.

  have antennae which are

longer than their bodies.

2 marks

(d)     The number of butterflies in Britain is gradually getting smaller.

Tick TWO boxes to show what is likely to cause the number of butterflies to get
smaller.

  There are fewer butterflies because there are...

more houses being built on woodland or grassland.

more schools with wildlife areas.

fewer predators eating caterpillars and butterflies.

fewer plants which butterflies feed on being grown in gardens.

fewer diseases among the butterflies.

2 marks

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Q14.          Seaweed and trees

(a)     Maria found different types of seaweed on the beach.

Her teacher has a key to identify the seaweeds.

Use the key to identify the different seaweeds below.

Seaweed A has been done for you.

    Seaweed A is          Seaweed D is          Seaweed C is          Seaweed B is

 

   Bladder wrack
  ...........................       ...........................      ............................     ...........................
1 mark

(b)     Bladder wrack seaweed has pockets filled with gas. The pockets help it float near

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 the surface of the water to get more sunlight.

Draw ONE arrow on the diagram to show the force from the water that makes the
seaweed float near the surface of the water.

1 mark

(c)     Trees also have features that help their leaves to get as much sunlight as possible.

Tick ONE feature of a tree and explain how this feature helps the leaves to get as
much sunlight as possible.

trunk            branches  

How the feature helps the leaves to get sunlight: ..................................

.................................................................................................................
1 mark

(d)     Seaweeds do not have roots. Trees do have roots.

Tick THREE boxes to show the functions of tree roots.

 

to make seeds to absorb water

to anchor the plant inthe

to take up materials
ground

to carry new materialfor to protect the

growth to the leaves plantfrom predators

1 mark

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