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.

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.

Task: sort cards into groups. Assessment focus: classification

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.

Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.

This practical task assesses students' ability to identify the features of four invertebrate groups using labels and animal cards.

Task: Students classify each of six drawn whales as either toothed or baleen whales. They then divide each group further by using a key. Assessment focus: Interpreting representations.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: Interpreting representations - classification keys.

Task: Look for similarities and differences in fruit to answer questions about observation and evidence.

For this NEMP task students use a key to name five small animals. They answer a question about the gas animals need to survive.

Students use a diagram showing similar and dissimilar characteristics of reptiles, birds, and mammals, to answer questions regarding these features.

Students use a chart that identifies some birds' eggs to answer short response questions.