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 squid belong to? (insect / arachnid / mollusc (mollusk) / crustacean) → mollusc (mollusk)Prompt: Count the legs if it has any.
- Is a human a vertebrate or an invertebrate? (vertebrate / invertebrate) → vertebratePrompt: Does it have a backbone (spine)?
- Is a spider an insect? (Yes, because it has a web. / Yes, all small animals are insects. / No, it has 8 legs, so it is an arachnid. / No, it is a mollusc.) → 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 / robin / penguin / rabbit) → frogPrompt: No feathers takes you to question 3.
- Which question would split a bat and a pigeon? (Is it a vertebrate? / Does it have feathers? / Can it fly? / Does it have wings?) → Does it have feathers?Prompt: Both can fly and have wings.
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.
- Why are mushrooms not classed as plants? (They are too small. / They are not alive. / They cannot make their own food by photosynthesis. / They grow in soil.) → They cannot make their own food by photosynthesis.Prompt: Mushrooms are not green. What do green plants do with light?
- 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? (penguin / frog / robin / rabbit) → frogPrompt: No feathers takes you to question 3.
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