Classification resources

This practical task requires students to carry out three tests to find out if each element is a metal or non-metal.

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

Task: Use information about differences between moths and butterflies to decide which category examples belong to, and identify what evidence was used. Assessment focus: observation, using 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.

For this task students are provided with photographs of four different types of weta. Students are asked to give two features that weta have in common with each other and to give two features that show weta belong to the group insects.

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.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

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.

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

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

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.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

Task: sort cards into groups. Assessment focus: classification

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

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

Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.

This practical task has two parts. The first part of this practical requires students to observe the effects of different indicators on different substances. Students use these results to identify if some other substances are acid, alkali, or neutral.

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

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Task: sort pictures into specified groups and identify features that are common to each group. Assessment focus: classification of insects/non-insects.

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.

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.

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.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.