Classification resources

Students compare different types of quadrilateral shapes and answer questions about which of a pair is a special case of the other one.

For this task students match animals to a description that has characteristics of that animal group. Then students use keywords to identify the larger animal group a number of different animals belong to.

Students indicate the links between different examples of vertebrate animals and their classification features by shading the correct links on the diagram provided.

Students are asked to identify the larger group that each of the following animals belongs to: turtle; swan; lizard; deer; frog; and rabbit. An example has been given to model this task.

For this classification task students identify from pictures all the animals that are mammals.

Students are given eight pictures of animals and are asked to identify which of these are mammals. Students are also asked to give two features of mammals.

Students are provided with seven drawings of different animals and are asked to draw circles around those that are insects. Two features of insects are also required.

Students draw a line from each of the named animals to a feature of this animal.

Task: answer two questions about features of bats. Assessment focus: classification.

Task: Identify the features of three animals, name their classification group, and answer two questions comparing features of the groups. Assessment focus: classification of animals.

Select from multiple choice options. Assessment focus: classification features of insects and mammals.

Task: compare features of sea mammals and fish, and describe two features of mammals. Assessment focus: classification of fish and mammals.

Task: group pictures of animals under headings. Assessment focus: classification of mammals, birds, and insects.

Students classify a range of animals as mammals, birds, or fish.

Task: sort cards into groups. Assessment focus: classification

This practical task assesses students' ability to identify the larger group that four animals belong to and then to identify the features that those groups have using animal cards and labels.

Students identify the larger group that four animals belong the features that those groups have using images of the animals.

Students use a table of information to answer questions about descriptions of different substances.

Task: sort cards and answer questions orally. Assessment focus: classification of animals.

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

This practical task assesses students' ability to identify the larger animal group that four vertebrate animals belong to and then identify the features that those groups have using labels.

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.

Name the group various animals belong to. Assessment focus: classification.

Task: Sort vertebrate animals according to given classification groups. Assessment focus: classification of animals.

Task: identify features of a spider. Assessment focus: classification of spider.