Year 5/6B Spring 2 Science Living Things and their Habitats – The Classification Code

Session 2:Spot the Odd One Out
Science curriculum area: Living Things and their Habitats / Content
i. describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals
ii. give reasons for classifying plants and animals based on specific characteristics
Working Scientifically / i. recording data and results of increasing complexity using classification keys
ii. reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
iii. identifying scientific evidence that has been used to support or refute ideas or arguments
Teaching Objectives /
  • To identify the similarities and differences between living things in order to determine their classification (Yr5&6).
  • To use classification keys to sort living things according to observable characteristics (Yr5&6).

Key Vocabulary:classification, kingdom, phylum, class, order, family, genus, species, Linnaeus, classification key, opinion, similarities, differences, group, observations, support, refute
Resources
Odd one out resources, microbe classification key, classification keys living things (cats buttercups) and ‘Tricky customers’. / Weblinks
- What and where are microbes, University of Manchester; - Microbe Zoo, Michigan State University;
- Classification, Ferguson Foundation.
Whole Class:Have all of the resources printed off – chn will need a copy each of the classification keys.As chn come into the classroom have the images laid out for ‘odd one out’. Explain that chn need to spot the odd one out and explain why! Once complete share ideas. Hopefully the chn will have spotted that one is not ‘classified’ in the same class (Mammalia) – remind chn of the classification terms. Then get chn to sort living things into the correct kingdom in the link above. Explain that chn are going to perfect the art of using classification keys today, but that they will be on a more complex level than those used in Yr4.Explain that the micro-organism classification keys are far more complex in the ways that they are classified and are tricky to do (show example key) but that chn will be exploring micro-organisms online to help understand a bit more about their features in terms of classification (see University of Manchester link).Show chn the branching database (dichotomous key) - remind children that this is a type of classification key, similar to those they used in Yr4, but this one is separating closely related plants from the genus Ranunculus. Show chn the photographs in resources and ask what their first impression is - at first glance all the different buttercups look quite similar, but there are small differences. Explain that it was details like these that Linnaeus used to classify plants. When he was only 23 years old he used the number and position of the stamens to group flowers into 24 classes. He then divided the classes into orders based on the pistils. The orders were divided into genera (plural of genus) by the form of the fruit. So he had to observe the flowers very carefully. Complete a couple of the buttercups as a class then explain that chn will complete it then have a go at creating an alternative layout key (it has been started in the resources, but needs two further questions to complete). Chn will also be exploring microorganisms online and completing classification keys from the Animalia kingdom.
Years 5 & 6:Split the class into age specific gps and get them to spend 15 mins on each of the following activities: 1. Microbe exploration(independent) – chn to use University of Manchester Children’s link to explore micro-organisms and begin to understand key features of their classification. Encourage them to write down any questions that arise from their research that they would like clarification on. They can also visit the Microbe Zoo.2. Animalia classification keys(independent) chn to use the cat classification key to identify individual species through specific features. Then to complete the fish classification on the Ferguson Foundation website. 3. Plantae classification keys: (Yr5 to work with teacher in gps) give chn the buttercups classification keys and get them (help them/demonstrate for Yr5 chn) to classify the plants, Yr5 chn will need support and guidance for this activity (go back over the buttercups classified in the main teaching session) while Yr6 should attempt to complete it independently. To consolidate, chn can then classify the plants on the Ferguson Foundation website.
Plenary / Meet the ‘tricky customers’ and explain to chn that these are examples of how disputes arise among the scientific community about how things are classified (and as you noted in Session 1, even the entire system!).Modern scientific techniques as well as more traditional reinvestigation of observable characteristics cause lots of debate! Remind chn that living things of one species do not always look alike, e.g. different breeds of dog. Reveal the Classification Code letters for this session.H/W: get chn to investigate the genus: Rosa (rose) and see if they can note key similarities differences for up to 5 different species.
Outcomes / Children will
  • Note and identify similarities and differences between animals, micro-organisms and plants (Yr5&6)
  • Group animals and plants into broad groups then sub groups according to observable features (Yr5 – with support/ Yr6 - independently)

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

We refer you to our warning, at the foot of the block overview, about links to other websites.