Classification resources

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.

In this practical task, students make specified 3-dimensional shapes, and then sort them into two groups according to criteria that the student defines.

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.

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.

Using illustrations from five different beech trees and a key, students are asked to identify which type of beech tree each leaf comes from.

Students use a key to classify and describe a number of the illustrated insects and spiders.

Task: identify micro-organisms. Assessment focus: using an identification key

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.

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.

Students draw a line from each of six invertebrate animals to its correct description. They are also required to name each animal.

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.

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

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.

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

Task: Students use observation and a key to identify native plants. Assessment focus: Using a classification key.