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Primary 4 Science Semestral Assessment 2 (End of Year) Paper 1

Free P4 Science SA2 Paper 1, HY3 Exam version, with questions, answers, and syllabus-aligned practice for Singapore students.

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Questions

TuitionGoWhere Exam Practice (AI) — Science Primary 4

School: TuitionGoWhere Exam Practice (AI) Subject: Science Level: Primary 4 Paper: SA2 Practice Paper (Version 1 of 5) Duration: 60 minutes Total Marks: 60 Name: ___________________________ Class: ___________________________ Date: ___________________________

Instructions:

This paper contains 20 questions on the topic of Diversity.
Section A: 10 multiple-choice questions (1 mark each).
Section B: 6 short-answer questions (2 marks each).
Section C: 4 structured questions (5 marks each).
Write your answers in the spaces provided.
Use a pencil to shade MCQ options if given a sheet; otherwise write the letter.

Section A (10 marks)

Which of the following is a living thing?
A. A wooden chair
B. A cactus plant
C. A plastic cup
D. A stone
Which group does a mushroom belong to?
A. Plant
B. Animal
C. Fungus
D. Non-living thing
Which of these is NOT a characteristic of a living thing?
A. Needs food
B. Can move by itself
C. Made of glass
D. Can reproduce
A bird and a lizard both have ________.
A. Feathers
B. Backbone
C. Gills
D. Scales only
Which of the following is a non-living thing that was once part of a living thing?
A. A cotton shirt
B. A gold ring
C. A rubber ball
D. A glass bottle
Which group of animals breathes using lungs and feeds milk to its young?
A. Fish
B. Mammals
C. Insects
D. Reptiles
Which of these plants has flowers and produces fruits with seeds?
A. Fern
B. Moss
C. Rose
D. Mushroom
Which statement about fungi is correct?
A. They can make their own food using sunlight.
B. They are non-living.
C. They break down dead matter for food.
D. They have green leaves.
Which of the following is a characteristic used to group animals?
A. Colour of the wall
B. Body covering
C. Name of owner
D. Day of purchase
A turtle is classified as a reptile because it has ________.
A. Wet skin and lives in water
B. Scaly skin and lays eggs on land
C. Feathers and flies
D. A backbone and gives birth to live young

Section B (12 marks)

Name two characteristics that all living things share. (2m)

State one difference between a plant and an animal. (2m)

Give one example of a fungus and state where it is commonly found. (2m)

Why is a car not considered a living thing? Give two reasons. (2m)

Classify the following into living or non-living: cat, rock, maize plant, spoon. (2m)
Living: ___________________________
Non-living: ___________________________
State one way we can group birds from fish. (2m)

Section C (20 marks)

Study the group of objects below.

Diagram for Q17 (P4 Science)

Generated diagram for Q17.

(a) Sort the items into living and non-living. (3m)
(b) Explain why the dead log is non-living although it was once part of a living tree. (2m)

(a) List three groups of living things taught in Primary 4 Diversity. (3m)
(b) Give one example for each group you listed. (2m)
A pupil found a small creature in the garden with the following features:

has a backbone
has wet skin
lays eggs in water
(a) Which group of animals does it belong to? (1m)
(b) Give two other animals in the same group. (2m)
(c) State one way this group is different from birds. (2m)

(a) What is diversity in nature? (2m)
(b) Why is it important for us to study diversity of living things? (3m)

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Answers

Answer Key — SA2 Practice Paper (Version 1) Science Primary 4

Total Marks: 60

Section A (10 marks)

B — cactus plant. Teaching note: Living things are made of cells, need food, grow, reproduce. A cactus is a plant (living). Others are non-living objects. [1m]
C — Fungus. Teaching note: Mushroom is not a plant (no chlorophyll) nor animal; it is a fungus. [1m]
C — Made of glass. Teaching note: Glass is a material, not a life characteristic. Living things need food, move, reproduce. [1m]
B — Backbone. Teaching note: Bird (vertebrate) and lizard (reptile, vertebrate) both have backbone. Birds have feathers, lizards have scales, not gills. [1m]
A — cotton shirt. Teaching note: Cotton comes from cotton plant (living), shirt is non-living made from it. Gold, rubber, glass not from living thing directly in this context. [1m]
B — Mammals. Teaching note: Mammals breathe with lungs and feed young with milk. [1m]
C — Rose. Teaching note: Rose is flowering plant producing fruits/seeds. Fern/moss reproduce by spores; mushroom is fungus. [1m]
C — break down dead matter. Teaching note: Fungi absorb nutrients from dead matter; not green, not non-living. [1m]
B — Body covering. Teaching note: Scientists group animals by body covering (feathers, scales, fur). [1m]
B — scaly skin, lays eggs on land. Teaching note: Reptiles have dry scaly skin, land eggs. [1m]

Section B (12 marks)

[2m] Any two: needs food / grows / reproduces / responds / breathes / excretes. Marking: 1m each.
[2m] e.g. Plants make food by photosynthesis; animals cannot. Or plants do not move from place to place; animals can. 1m difference + 1m example.
[2m] Example: mushroom (1m), found on damp wood or soil (1m).
[2m] Car not living because: does not need food (1m), cannot reproduce (1m). Other valid: no growth, no breathing.
[2m] Living: cat, maize plant (1m). Non-living: rock, spoon (1m).
[2m] Birds have feathers and lungs; fish have scales and gills (1m group feature, 1m contrast).

Section C (20 marks)

(a) [3m] Living: snail, green leaf, butterfly (1m each, max 3m). Non-living in diagram: toy car, dead log, metal key.
(b) [2m] Dead log was once living tree but now no longer shows life processes (no growth, no reproduction) so it is non-living (2m explanation).
(a) [3m] Plants, Animals, Fungi (1m each).
(b) [2m] e.g. Plant–rose; Animal–cat; Fungus–mushroom (1m per correct pair, max 2m).
(a) [1m] Amphibians.
(b) [2m] Frog, toad (1m each).
(c) [2m] Amphibians have wet skin and live partly in water; birds have feathers and lay hard-shelled land eggs (2m clear difference).
(a) [2m] Diversity means the variety of different living things in nature (2m).
(b) [3m] Studying diversity helps us: know how to group and care for them (1m), understand their roles in environment (1m), protect ecosystems (1m).