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.

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

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.

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.

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

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.

This practical task requires students to sort some common items from hardest to softest. Students then explain a test that they used to help determine this.

For this practical task students complete a table of observations on nine common materials. Students then use their results to group the materials according to similar properties.

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

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

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.