Grouping and Classifying

Year 4

Unit Overview

In the Grouping and Classifying project, your child will learn why we sort and group things and the important classification skills of observing and questioning. They will learn what classification keys are and how they identify living things. Your child will learn the characteristics of the five vertebrate groups and the six main invertebrate groups. They will learn how to identify vascular and non-vascular plants and sort vascular plants into the three main groups. They will also examine and classify real plants and create a classification key based on their observations. They will learn about some newly discovered plants and animals and use a classification key to classify each discovery.

❇ MEMORABLE MOMENT

Becoming scientists and using taxonomy to classify new living things.

️✏️ WRITING OPPORTUNITIES

Children will complete investigations using high quality vocabulary, which they will have learnt during this topic.

🌳 LEARNING OUTSIDE THE CLASSROOM

Searching for invertebrates.

Unit Sequence: Learning Intentions

  1. What is classification? To begin to choose which observations to make and for how long and make systematic, careful observations and comparisons, identifying changes and connections.

  2. Guess who? To ask relevant scientific questions, independently, about the world around them and begin to identify how they can answer them. To compare, sort and group living things from a range of environments, in a variety of ways, based on observable features and behaviour.

  3. Understanding classification keys. To compare, sort and group living things from a range of environments, in a variety of ways, based on observable features and behaviour.

  4. Creating classification keys. To gather, record, classify and present observations and measurements in a variety of ways.

  5. Animal Kingdom. To use scientific vocabulary to report and answer questions about their findings based on evidence collected, draw simple conclusions and identify next steps, improvements and further questions.

  6. Sorting vertebrates. To use scientific vocabulary to report and answer questions about their findings based on evidence collected, draw simple conclusions and identify next steps, improvements and further questions.

  7. Sorting invertebrates. To compare, sort and group living things from a range of environments, in a variety of ways, based on observable features and behaviour.

  8. Plant Kingdom. To compare, sort and group living things from a range of environments, in a variety of ways, based on observable features and behaviour.

  9. Plant Classification Key. To compare, sort and group living things from a range of environments, in a variety of ways, based on observable features and behaviour.

  10. Let's Investigate Focus - Reporting and Concluding. To compare, sort and group living things from a range of environments, in a variety of ways, based on observable features and behaviour. To use scientific vocabulary to report and answer questions about their findings based on evidence collected, draw simple conclusions and identify next steps, improvements and further questions. To ask relevant scientific questions, independently, about the world around them and begin to identify how they can answer them. To gather, record, classify and present observations and measurements in a variety of ways.

Scientific Enquiry: Investigations

  1. How does pollution affect habitats?

    • Objectives

    • Objectives

  2. Are all sea creatures the same?

    • Objectives

    • Objectives

  3. What do squirrels eat?

    • Objectives

    • Objectives

🏁 BIG FINISH

Children to complete a final investigation.

πŸ“– FOCUS TEXT(S)

A variety of online texts and non-fiction books.