... Birds have different shaped beaks. The shape of the bird s beak is suited to the food the bird eats.

Transcription

1 1 Birds in their environments Many water birds have webbed feet. Why are webbed feet useful to water birds?.. (b) Birds have different shaped beaks. The shape of the bird s beak is suited to the food the bird eats. Draw THREE lines to match each beak to the food the bird eats. Beak Food animals buried deep in mud small seeds and berries meat torn from prey (c) There is a law in England to stop people taking eggs from the nests of wild birds. It is important for wild birds that people stop taking their eggs. Tick ONE box to show why. because there would be no food for foxes because birds eggs break easily so people do not hurt themselves taking eggs so there are enough birds to reproduce Page 1 of 7

2 2 Seaweed and trees 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 Page 2 of 7

3 (b) Bladder wrack seaweed has pockets filled with gas. The pockets help it float near 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. (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: (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 in the ground to take up materials to carry new material for growth to the leaves to protect the plant from predators Page 3 of 7

4 3 Butterflies Some children visit a butterfly park. 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... (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..... Page 4 of 7

5 (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. All of these butterflies... True False Cannot 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 Page 5 of 7

6 4 Brine shrimps Joanne is watching 5 brine shrimps in a container. She has covered the container to make one half dark and one half light. How many brine shrimps were in the dark after 30 seconds?... (b) Amy and Rebecca planned to investigate whether brine shrimps prefer to swim in the light or the dark. Step 1 Step 2 Step 3 Step 4 Amy s Plan Put 1 shrimp in one dish. Watch the dish for 5 minutes. Record the amount of time the shrimp was in the light. Compare the amount of time the shrimp spent in the light with the time spent in the dark. Rebecca s Plan Put 10 shrimps in one dish. Watch the dish for 1 minute. Count how many shrimps were in the light every 10 seconds. Compare the number of shrimps seen in the light with the number out of sight in the dark. Look at Amy s plan. What measurements should Amy compare to decide whether shrimps prefer light or dark? Page 6 of 7

7 (c) Look at Rebecca s plan. How did Rebecca work out how many brine shrimps were in the dark each time she looked? (d) Look at Amy s and Rebecca s plans. (i) Which do you think is the better science plan? Tick ONE box. Amy s Rebecca s (ii) Explain why Page 7 of 7