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

Students explain two features of insects and explain how the wings differ between a fly and a butterfly.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

Task: circle the animals that are birds, then write two ways to tell they are birds. Assessment focus: classification.

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 are given four pictures, and are asked to draw a circle around the picture that is not a bird, and then give a reason for their choice. Similarly, they circle animals that are not mammals, fish, and molluscs.

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.

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

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.

Task: Look for the similarities and differences in leaf patterns to answer questions about observations and evidence.

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

Task: Identify features of 4 animals that live in water, then use this information to decide whether they are fish or not. Assessment focus: classification of fish.

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

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Task: sort cards into groups. Assessment focus: classification