Living Things and Their Habitats

Science Year 5/6 The Classification Code

Explore the world of classification and release the next part of your classification code with each new challenge. As you become more expert you will move closer to cracking the code and discovering an interesting fact from the world of classification. Meet Linnaeus along the way; identify a range of living things right on your back door step; and explore creatures further afield as well. Your challenge culminates in designing your own new creatures that fit within the classification system.

Session 1 Meeting Linnaeus

Objectives

Meet the father of classification and have a look at his classic system still used today. Explore classification routes and make your own game of classification ‘pairs’.

Science Objectives
i) Describe how living things are classified into broad groups according to common observable characteristics & based on similarities & differences, including microorganisms, plants & animals
ii) Give reasons for classifying plants and animals based on specific characteristics

Working Scientifically

  1. Planning different types of scientific enquiries to answer questions
  2. Recording results of increasing complexity using scientific diagrams & labels, & classification keys
  3. Reporting & presenting findings from enquiries, including conclusions, in oral and written forms
  4. Identifying scientific evidence that has been used to support or refute ideas or arguments

Teaching and Activities

Teaching

  • Know who Linnaeus was and learn about his classification system (Yr5&6).
  • Understand that classification systems group living things according to similarities & differences (Yr5&6).


Activities

  1. Meet Linnaeus and learn about his classification system (Yr5&6)
  2. Create (Yr6) and explore (Y
    r5) classification routes for given living things, identifying relatedness (Yr5&6)


Investigation
Finding Linnaeus. Meet the father of classification and have a look at his classic system still used today. Explore classification routes and make your own game of classification ‘pairs’. (Exploring, Problem solving, Classifying and identifying)
Years 5&6 - Meet Linnaeus and learn about his classification system
Years 5&6 - Create (Y6) and explore (Y5) classification routes for given living things, identifying relatedness


Vocabulary
Classification, kingdom, phylum, class, order, family, genus, species, Linnaeus, opinion, characteristics

Session 2 Spot the odd one out

Objectives

Can you win at ‘odd one out’? Have a go, and then try your hand at using branching classification keys to see if you can unlock the subtle differences between certain plants and animals.

Science Objectives
i) Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals
ii) Give reasons for classifying plants and animals based on specific characteristics

Working Scientifically

  1. Recording data and results of increasing complexity using classification keys
  2. Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  3. Identifying scientific evidence that has been used to support or refute ideas or arguments

Teaching and Activities

Teaching

  • To identify the similarities and differences between living things in order to determine their classification (Yr5&6).
  • To use classification keys to sort living things according to observable characteristics (Yr5&6).


Activities

  1. Note and identify similarities and differences between animals, micro-organisms and plants (Yr5&6)
  2. Group animals and plants into broad groups then sub groups according to observable features (Yr5 – with support/ Yr6 - independently)

Investigation
Odd One Out. Spot the ‘odd one out’ then have a go at using branching classification keys to see if you can unlock the subtle differences between certain plants and animals. (Exploring, Problem solving, Pattern seeking, Analysing secondary sources, Classifying and identifying)
Years 5&6 - Note and identify similarities and differences between animals, micro-organisms and plants
Years 5&6 - Group animals and plants into broad groups then sub groups according to observable features (Y5 – with support & Y6 - independently)


Vocabulary
Classification, kingdom, phylum, class, order, family, genus, species, Linnaeus, classification key, opinion, similarities, differences, group, observations, support, refute

Session 3 Sweet classification system

Objectives

Develop your own feature-led sweets classification system then apply your classification knowledge and skills as you start creating more challenging zoological classification keys.

Science Objectives
i) Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants & animals
ii) Give reasons for classifying plants and animals based on specific characteristics

Working Scientifically

  1. Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  2. Recording data and results of increasing complexity using classification keys
  3. Reporting and presenting findings from enquiries, including conclusions and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Teaching and Activities

Teaching

  • To develop classification keys (Yr5&6).
  • To test out classification key, noting different approaches and identifying potential flaws (Yr5&6).


Activities

  1. Create a feature-led sweet classification system (Yr5&6)
  2. Design and test out a classification key for birds (Yr5), bees or butterflies (Yr6)

Investigation
The Sweetness of Classification. Develop your own feature-led sweets classification system then apply your classification knowledge and skills as you start creating more challenging zoological classification keys. (Exploring, Problem solving, Classifying and identifying)
Years 5&6 - Create a feature-led sweet classification system
Year 5 - Design and test out a classification key for birds
Year 6 - Design and test out a classification key for bees or butterflies


Vocabulary
Classification, kingdom, phylum, class, order, family, genus, species, Linnaeus, branching classification key, opinion, similarities, differences, group, observations, support, refute

Session 4 Back yard classification

Objectives

Collect the next bit of the ‘classification code’ as you begin to put your classification skills to work: collect, record, classify and name some of the botanical beauties found on your doorstep.

Science Objectives
i) Give reasons for classifying plants and animals based on specific characteristics

Working Scientifically

  1. Recording results of increasing complexity using scientific diagrams & labels and classification keys
  2. Reporting and presenting findings from enquiries in oral and written forms such as displays and other presentations

Other Curriculum Areas

Art: Improve mastery of drawing using pencils

Teaching and Activities

Teaching

  • To observe, research and record features of a range of leaves found in the local environment (Yr5&6).
  • To design a key to classify leaves found in the local environment (Yr5&6).


Activities

  1. Observe and record features and names of leaves found in the local environment (Yr5&6).
  2. Design, make and test classification keys to classify leaves found in the local environment (Yr5&6).

Investigation
Classification in your Back Yard. Put your classification skills to work: collect, record, classify and name some of the botanical beauties found on your doorstep. (Exploring, Problem solving, Pattern seeking, Classifying and identifying)
Years 5&6 - Observe and record features and names of leaves found in the local environment
Years 5&6 - Design, make and test classification keys to classify leaves found in the local environment


Vocabulary
Classification, classification key, opinion, similarities, differences, group, observations, botanical illustration

Session 5 Unusual creatures

Objectives

The world is awash with unusual creatures, plants and organisms that need to be classified. Your studying is entering its advanced stages now and you need to show application of your skills.

Science Objectives
i) Describe how living things are classified into broad groups according to common observable characteristics & based on similarities & differences, including microorganisms, plants & animals
ii) Give reasons for classifying plants and animals based on specific characteristics

Working Scientifically

  1. Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  2. Identifying scientific evidence that has been used to support or refute ideas or arguments

Teaching and Activities

Teaching

  • To describe the key characteristics of unusual living things from around the world (Yr5&6).
  • To use descriptions of features, & online research, to attempt to classify unusual living things (Yr5&6).


Activities

  1. Write scientific descriptions of unusual living things from around the world (Yr5&6)
  2. Classify unusual living things using their descriptions and online research (Yr5&6)

Investigation
Quirky Creatures. The world is awash with unusual creatures, plants and organisms that need to be classified. Your studying is entering its advanced stages now and you need to show application of your skills. (Exploring, Analysing secondary sources, Classifying and identifying)
Years 5&6 - Write scientific descriptions of unusual living things from around the world
Years 5&6 - Classify unusual living things using their descriptions and online research


Vocabulary
Classification, kingdom, phylum, class, order, family, genus, species, classification key, micro-organism, organism, opinion, similarities, differences, group, observations, support, refute

Session 6 New creature features: classification

Objectives

This is your opportunity to apply your skills and further develop your drawing skills to complement your classification skills. Earn a bonus clue as you design your own ‘new’ creatures to fit into the Animalia classification system.

Science Objectives
i) Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals
ii) Give reasons for classifying plants and animals based on specific characteristics

Working Scientifically

  1. Recording data and results of increasing complexity using scientific diagrams & labels, and classification keys
  2. Reporting and presenting findings from enquiries, including conclusions, and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  3. Identifying scientific evidence that has been used to support or refute ideas or arguments

Other Curriculum Areas

Art: Improve mastery of drawing using pencils

You Will Need

Provided Resources

  • Genus arguments for the Hog-Nosed Shrew Rat
  • Horse/unicorn classification route/s and pictures
  • Animalia classes/classification system


Weblinks
Snapshot Serengeti from /www.snapshotserengeti.org

Teaching and Activities

Teaching

  • To design, describe and name a new creature that characteristically sits within the Animalia classification (Yr5&6).
  • To sort ‘new’ creatures within the Animalia taxonomy (Yr5&6).


Activities

  1. Design, describe, name and sketch a new creature that sits within a known classification route (Yr5&6)
  2. Attempt to identify where ‘new’ creatures sit within the Animalia classification system (Yr5&6)

Investigation
New Creature Features. Apply your classification skills and develop further your drawing skills as you design your own ‘new’ creatures to fit into the Animalia classification system. (Problem solving, Classifying and identifying)
Years 5&6 - Design, describe, name and sketch a new creature that sits within a known classification route
Years 5&6 - Attempt to identify where ‘new’ creatures sit within the Animalia classification system


Vocabulary
Classification, kingdom, phylum, class, order, family, genus, species, taxonomy, opinion, similarities, differences, group, observations