Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 4th grade (Year 5 in England) · 60 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 · 6 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.
  1. Which invertebrate group does a slug belong to? (insect / arachnid / mollusc (mollusk) / crustacean) → mollusc (mollusk)Prompt: Count the legs if it has any.
  2. Is a fish a vertebrate or an invertebrate? (vertebrate / invertebrate) → vertebratePrompt: Does it have a backbone (spine)?
  3. An animal has 8 legs and 2 body parts. What is it most likely to be? (a snail / an ant / a spider / a worm) → a spiderPrompt: Insects have 6 legs.

Hook · 6 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 · 12 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 · 12 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. 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? (beech / spruce / oak / pine) → pinePrompt: Needle-shaped leaves send you to question 2.
  2. 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 · 17 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 · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which question would split a bat and a pigeon? (Can it fly? / Is it a vertebrate? / Does it have wings? / Does it have feathers?) → Does it have feathers?Prompt: Both can fly and have wings.
  2. 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?

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

eurekami

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 many possible answers.
    • C. It has a clear yes or no answer you can observe.
    • D. It asks whether the animal is cute.

  2. Question 2

    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?

    • A. robin
    • B. rabbit
    • C. penguin
    • D. frog

  3. Question 3

    Carl Linnaeus gave each species a two-part scientific name. Which is an example?

    • A. Homo sapiens
    • B. Mammal Animal
    • C. Tree Plant
    • D. Big Cat

  4. Question 4

    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 no legs and no shell. What is it?

    • A. beetle
    • B. spider
    • C. earthworm
    • D. snail

  5. Question 5

    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. pine
    • B. spruce
    • C. beech
    • D. oak

  6. Question 6

    Why are mushrooms not classed as plants?

    • A. They cannot make their own food by photosynthesis.
    • B. They are too small.
    • C. They are not alive.
    • D. They grow in soil.

  7. Question 7

    Which question would split a crab and a jellyfish?

    • A. Is it alive?
    • B. Is it an animal?
    • C. Does it have legs?
    • D. Does it live in the sea?

  8. Question 8

    Which question would split a bat and a pigeon?

    • A. Does it have wings?
    • B. Can it fly?
    • C. Does it have feathers?
    • D. Is it a vertebrate?

Free from eurekami.com

for the adult only

Answer key: Using classification keys

  1. 1. C. It has a clear yes or no answer you can observe.

  2. 2. D. frog

  3. 3. A. Homo sapiens

  4. 4. C. earthworm

  5. 5. A. pine

  6. 6. A. They cannot make their own food by photosynthesis.

  7. 7. C. Does it have legs?

  8. 8. C. Does it have feathers?