Year 56 A1B Science Medium term planner Environment Classification (Y6)

Year 5/6 Key Skills to be covered, taken from Lancashire Key Learning Document – pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum:

We will:

• Classify living things into broad groups due to their characteristics, similarities and differences and give scientific reasons for our groupings

• Know that living things can be grouped into micro-organisms, plants and animals

• Know that vertebrates can be grouped as fish, amphibians, birds, reptiles and mammals

• Know that invertebrates can be grouped as snails and slugs, worms, spiders and insects

• Know that plants can be grouped as flowering and non-flowering plants

Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links •

Mathematics links • Classification of shapes

Computing links • Use for research and Powerpoints

Other links

Possible Experiences including visits/visitors/other: Consider what could augment your planning to really enthuse the children in your class:

•

Display/Resources ideas: Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught:

• Make classification key for display. Use pictures from 3rd lesson.

Year 56 A1B Science Medium term planner Environment Classification (Y6)

Session Key Objective from skills

listed above

(What is it that you want

the children to learn?)

Possible Activities including use of Computing and other

technologies, and showing at least 3 differentiations

Outcomes/Evidence of what

they have learnt

(Where will this be found? Will

it be in a book? Topic book?

Display? Photographic

evidence?

Possible extension into

homework if appropriate to

enhance and deepen

learning

1 Know that classification means

grouping due to characteristics,

similarities and differences.

What is classification?

Start by asking the children how many different ways they could group the

class. Give children time to come up with ideas and then put into groups

according to their criteria. Each time discuss, what are the similarities and what

are the differences between the groups.

Play the game on BBC bite size and discuss the questions being

asked to help sort/classify the animals http://www.bbc.co.uk/bitesize/ks2/science/living_things/variation/play/

Children could have a go at writing their own questions that will help them

group the class.

Children will have reflected on

different ways living things can be

grouped using similarities and

differences

Children will have written questions to

help classify children in the class into

different groups..

2 To know that all living things

share 7 life functions.

Show children a stone and a plant and a picture of an animal. Ask the children

which is living.(here might get discussion about picture not living)

Ask the children to come up with ideas about how they can tell if something is

living or not. Share ideas and discuss. What do all living things do?

Use powerpoint on life processes to help Share MRS NERG with the children

and ask them to record in their books what it means. i.e. Movement,

respiration, sensitivity, Nutrition, excretion, reproduction and growth.

LA: Have support from Mrs C and prepared MRS NERG sheet to write against

MA: Make own record of MRS NERG

HA: Make own record of MRS NERG illustrate and explain

Children will have recorded the 7

functions of living things in their

Science books.

3 To know that all living things can

be grouped into micro-organisms,

plants and animals.

Discuss previous lessons about living things and how they can be grouped.

Pack of pictures for each group.

Ask children to sort the pictures into three groups.

Which pictures beong where? Why have they grouped them like they have?

Tell children that all living things can be classified into either micro-organisms,

plants or animals. Check they have the correct pictures in the correct groups.

.In books ask children to make beginning of a key to show how they have

grouped their pictures i.e.

Children will have produced a diagram

showing that they have understood

that all living things can be classified

into groups and will have drawn a

diagram in their books showing their

understanding.

Have a look at home for different

living things, either take pictures of

them or note them. Show how

you know they are living.

Living things

Animals Micro organisms Plants

Year 56 A1B Science Medium term planner Environment Classification (Y6)

Ask children to put examples of each under each heading.

LA: Give Diagram to stick in and allow to choose examples under each column.

MA: Write under each heading what makes it an animal or a plant etc. i.e.

moves,

HA: Write down questions they would ask to help classify. i.e. does it move?

4 Know that animals can be

classified into different groups

including vertebrate and

invertebrate

Discuss previous weeks work and ask the children how they think the animal

group can be classified so that we know which animals are which. Introduce

the word vertebrate and invertebrate. Ask the children to think of animals that

do and don’t have a backbone. Feedback and collect ideas as a class.

Model to the children the five groups of vertebrates, i.e. fish, mammals,

birds,reptiles and amphibians. Repeat with invertebrates. Ie snails and slugs,

worms, spiders and insects,. Split the class into groups and give each group the name of a classification. Using ipads ask the children to find out what’s special about their classification and present back to the class. Model how to make notes using mammals as an example. Do shared note take Children then make notes in their book about each classification, ensuring they understand how the groups are classified LA: work with support and give mammals – use mammals as model so they see what to do and how to record. MA: Ask children to write features of all five vertebrate groups HA: Ask children to list features of vertebrate and invertebrate groups and give examples of animals for each.

Use classification power point at end so that children can check own notes and

ensure they have correct information.

Children will have made a list of

animals under invertebrate and

vertebrate.

They will have shown understanding of

the differences between five groups of

vertebrates and will understand which

features help classify them.

Evidence for this will be in workbooks.

5 I know how classification works in

living things and can make my

own key to classify animals.

Put children into mixed ability pairs. Give them pictures of different animals.

Ask the children to use what they have learnt over previous weeks to make

their own classification key.

Model how to use questions with yes/no answers to be able to classify the

animals. i.e. does it move? Is it a plant? Does it have six legs etc. http://www.crickweb.co.uk/ks2science.html#habitats4b

To help model.

Both children draw their own classification key in their books for the animals

given.

(This could be an opportunity to make own power-points to help classify animals

but of course this will depend on availability of computers)

Children will have a classification key

in their books for their given animals

Ask children to use their pets at

home.

Take pictures and include them on

a classification key.