Science lesson plan · 4th grade (Year 5 in England) · 45 minutes

Using classification keys

Animals and habitats

CCSS NGSS.SEP 4CCSS NGSS.3-LS4-2England: KS2 Y4 Living things and their habitatsEngland: KS2 Y6 Living things and their habitats

Objective and success criteria

Students will: Using classification keys.

I can answer questions on today's skill on my own, without help.
I can explain each step and say why it works.
I can check my answer and spot a mistake.

Before and after

Needs first: Vertebrates and invertebrates

Leads to: Classify invertebrates: insects, arachnids, crustaceans and molluscs

Materials: Animal picture cards, Habitat maps, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 min

Quick retrieval from earlier learning (Vertebrates and invertebrates). Students answer on mini whiteboards.
Show answers together and note who needs support in the main task.

Which invertebrate group does a ant belong to? (insect / arachnid / mollusc (mollusk) / crustacean) → insectPrompt: Count the legs if it has any.
Is a worm a vertebrate or an invertebrate? (vertebrate / invertebrate) → invertebratePrompt: Does it have a backbone (spine)?
Is a spider an insect? (Yes, because it has a web. / No, it has 8 legs, so it is an arachnid. / No, it is a mollusc. / Yes, all small animals are insects.) → No, it has 8 legs, so it is an arachnid.Prompt: How many legs do insects have?

Hook · 5 min

Show a picture of an unusual animal and ask where it might live and how it survives there.
Share the objective: Using classification keys. Read the success criteria together.

I do: model it · 10 min

Work through the example out loud, saying why you do each step, not just what you do.
Example: Key: 1. Has legs? Yes → go to 2. No → go to 3. 2. Has 6 legs? Yes → beetle. No → spider. 3. Has a shell? Yes → snail. No → earthworm. An animal has 8 legs. What is it?
Step 1: Legs: yes → question 2. Six legs? No → spider.
Step 2: So the answer is: spider
Answer: spider
Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

Do these together. Students try each step on whiteboards before you reveal it.
Use the hints as prompts rather than giving the answer.

Key: 1. Has feathers? Yes → go to 2. No → go to 3. 2. Can fly? Yes → robin. No → penguin. 3. Has fur? Yes → rabbit. No → frog. An animal has no feathers and no fur. What is it? (frog / penguin / robin / rabbit) → frogPrompt: No feathers takes you to question 3.
Which question would split a snake and a lizard? (Is it a reptile? / Does it have a backbone? / Does it have scales? / Does it have legs?) → Does it have legs?Prompt: Both are scaly reptiles with backbones.

You do: independent practice · 10 min

Students work on the student sheet. Circulate and check the first two answers of every student early.
Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

Key: 1. Has legs? Yes → go to 2. No → go to 3. 2. Has 6 legs? Yes → beetle. No → spider. 3. Has a shell? Yes → snail. No → earthworm. An animal has 8 legs. What is it? (spider / beetle / earthworm / snail) → spiderPrompt: Start at question 1. Does it have legs?
Scientists sort living things into large groups. Which is a kingdom of living things? (fungi / liquids / rocks / metals) → fungiPrompt: Mushrooms belong to this group.

Watch out for

Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

Review first: Vertebrates and invertebrates.
Use concrete materials: animal picture cards.
Give the first step of each question, or a partly worked example to finish.
Pair with a confident partner for the guided practice.

Stretch

Move on to: Classify invertebrates: insects, arachnids, crustaceans and molluscs.
Explain a common mistake in writing and how to fix it.
Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.

Free lesson plan from eurekami.com/lesson-plan-builder

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Using classification keys

Name

Date

Score/ 8

1
Question 1
What makes a good question in a classification key?
- A. It asks which animal you like best.
- B. It has a clear yes or no answer you can observe.
- C. It asks whether the animal is cute.
- D. It has many possible answers.
2
Question 2
What are microorganisms?
- A. living things too small to see without a microscope
- B. tiny plastic pieces
- C. very small rocks
- D. baby animals
3
Question 3
Key: 1. Has needle-shaped leaves? Yes → go to 2. No → go to 3. 2. Needles in bunches of two? Yes → pine. No → spruce. 3. Leaves with lobes (rounded bumps)? Yes → oak. No → beech. A tree has flat leaves with no lobes. What is it?
- A. beech
- B. oak
- C. spruce
- D. pine
4
Question 4
Which question would split a bat and a pigeon?
- A. Is it a vertebrate?
- B. Does it have feathers?
- C. Can it fly?
- D. Does it have wings?
5
Question 5
Why are mushrooms not classed as plants?
- A. They are too small.
- B. They cannot make their own food by photosynthesis.
- C. They grow in soil.
- D. They are not alive.
6
Question 6
Which question would split a snake and a lizard?
- A. Does it have scales?
- B. Does it have a backbone?
- C. Does it have legs?
- D. Is it a reptile?
7
Question 7
Scientists sort living things into large groups. Which is a kingdom of living things?
- A. fungi
- B. metals
- C. rocks
- D. liquids
8
Question 8
Key: 1. Has needle-shaped leaves? Yes → go to 2. No → go to 3. 2. Needles in bunches of two? Yes → pine. No → spruce. 3. Leaves with lobes (rounded bumps)? Yes → oak. No → beech. A tree has needles in bunches of two. What is it?
- A. oak
- B. beech
- C. pine
- D. spruce

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