Identifying living things (non-statutory)

Science

Introducing observable characteristics

Grouping animals

Grouping plants

Classification keys

Classification keys to identify animals

Classification keys to identify plants

Environments and seasonal changes (Climate Change & Sustainability)

Extreme weather: flooding (non-statutory Climate Change & Sustainability)

Extreme weather: heatwaves and wild fires (non-statutory CC & Sustainability)

Land development and deforestation (Climate Change & Sustainability)

Waste creation and pollution (Climate change and sustainability)

Animals in danger (Climate Change & Sustainability)

Protecting animals in decline (non-statutory Climate Change & Sustainability)

Plants in danger (Climate Change & Sustainability)

Nature reserves (Climate change and sustainability)

Reforestation and recycling (Climate Change & Sustainability)

Environmental changes in the news (non-stat Climate Change & Sustainability)

How scientists communicate with the public (non-statutory)

In this Living things and the environment unit, pupils learn to explore and use classification keys to help group, identify and name living things. In the Why we group and classify living things unit, they will build on this knowledge to give reasons why we classify plants and animals based on specific characteristics

In the Living things and where they live unit, pupils learnt that things can be grouped into: alive, dead and never alive. In this Living things in the environment unit, pupils will build on this knowledge to recognsie that living things can be grouped in a wider variety of ways

This unit focuses on grouping living things and using classification keys to identify and name them in various environments. It explores how environmental changes can pose dangers to organisms. Emphasis is on asking questions, collecting data, and using evidence to support conclusions.

Living things and the environment

Humans ask {{}} to help them to understand the world they live in.

They are not interested in finding out things they don't know.

Why do humans ask questions about the world?

Select the questions that can only be answered with a "yes" or a "no".

Match the question starters to the rest of the question.

Which of these are yes/no questions that could help a scientist identify an unknown plant they have discovered?

What can answers to yes/no questions help us to do?

We ask a {{}} when we want to find out an answer.

Which of these things have never been alive?

How do we know if something is a living thing?

a fossil of a wooly mammoth frozen in ice

Which of these things were once alive but are now dead?

This lesson was made for home learning during the pandemic.

Identifying living things (non-statutory)

Lesson outcome

This lesson was made for home learning during the pandemic.