Year 6 Living things and their habitats

Knowledge and Understanding

Statutory Requirements

6a1: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

6a2: give reasons for classifying plants and animals based on specific characteristics.

Knowledge and Understanding

Notes and Guidance

Pupils should build on their learning about grouping living things in year 4 by looking at the classification system in more detail. They should be introduced to the idea that broad groupings, such as micro-organisms, plants and animals can be subdivided. Through direct observations where possible, they should classify animals into commonly found invertebrates (such as insects, spiders, snails, worms) and vertebrates (fish, amphibians, reptiles, birds and mammals). They should discuss reasons why living things are placed in one group and not another.

Pupils might find out about the significance of the work of scientists such as Carl Linnaeus, a pioneer of classification.

Pupils might work scientifically by: using classification systems and keys to identify some animals and plants in the immediate environment. They could research unfamiliar animals and plants from a broad range of other habitats and decide where they belong in the classification system.

Upper KS2 - Working Scientifically

Statutory Requirements

uks2w1: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

uks2w2: taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

uks2w3: recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

uks2w4: using test results to make predictions to set up further comparative and fair tests

uks2w5: reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

uks2w6: identifying scientific evidence that has been used to support or refute ideas or arguments.

Upper KS2 - Working Scientifically

Notes and Guidance

Pupils in years 5 and 6 should use their science experiences to: explore ideas and raise different kinds of questions; select and plan the most appropriate type of scientific enquiry to use to answer scientific questions; recognise when and how to set up comparative and fair tests and explain which variables need to be controlled and why. They should use and develop keys and other information records to identify, classify and describe living things and materials, and identify patterns that might be found in the natural environment. They should make their own decisions about what observations to make, what measurements to use and how long to make them for, and whether to repeat them; choose the most appropriate equipment to make measurements and explain how to use it accurately. They should decide how to record data from a choice of familiar approaches; look for different causal relationships in their data and identify evidence that refutes or supports their ideas. They should use their results to identify when further tests and observations might be needed; recognise which secondary sources will be most useful to research their ideas and begin to separate opinion from fact. They should use relevant scientific language and illustrations to discuss, communicate and justify their scientific ideas and should talk about how scientific ideas have developed over time.

These opportunities for working scientifically should be provided across years 5 and 6 so that the expectations in the programme of study can be met by the end of year 6. Pupils are not expected to cover each aspect for every area of study.

Year 6 - Living things and their habitats

Classification Y6

Pupils classify animals as vertebrates and invertebrates and in narrower groups. They explain what microorganisms by creating an information poster. Pupils compare Linnaeus’ classification system to modern evolutionary taxonomy, creating a diagram to show the relationship between mammals. They create a dichotomous key to group organisms. They describe the body plan of arthropods and identify them using a key, and identify trees from their leaves. They apply their knowledge by investigating microhabitats on the school grounds, and investigate tree diversity in the local area, using keys for identification and displaying their learning in bar charts.

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Evolutionary taxonomy Worksheet Free!

Outstanding Science Year 6 | Living things and their habitats | OS6A003

Learning objective

I can use taxonomy to explain how organisms are related to each other.

Children learn that evolutionary taxonomy is the most modern way of grouping organisms. They learn that it is a development of Linnaeus' system, but is superior because it shows how closely organisms are related to each other. Children group 5 mammals (including homo sapiens) into an evolutionary diagram. They use this to explain how closely related the other 4 mammals are to modern humans. They work out the binomial (genus-species) name for each organism.

6a1: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Evolutionary taxonomy is the most modern way of grouping organisms. it is a development of Linnaeus' system, but is superior because it shows how closely organisms are related to each other.

Taxonomic ranks include domain, kingdom, phylum, class, order, family, genus and species.

All life on Earth is descended from one common ancestor.

Year 6 Living things and their habitats | Outstanding Science

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Making a classification key Worksheet

Outstanding Science Year 6 | Living things and their habitats | OS6A001

Learning objective

I can make a dichotomous key and use it to classify organisms.

Children use the 6 pictures of animals provided to create their own dichotomous classification key. Children discuss why some classification questions are better than others.

6a1: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

A dichotomous classification key has exactly two answers to each question.

A dichotomous key can be created by starting with one set and asking questions to repeatedly divide the set.

2 pages

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Carl Linnaeus Worksheet

Outstanding Science Year 6 | Living things and their habitats | OS6A002

Learning objective

I can explain how Linnaeus developed a classification system.

Children sort 20 different objects into Linnaeus' kingdoms. They discuss the elements from Linnaeus's system that we still use, those that we have abandoned, and why.

6a1: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Carl Linnaeus developed a classification system which placed organisms into hierarchical groups.

Linnaeus invented binomial (two-name) nomenclature.

Evolutionary taxonomy, not Linnaean taxonomy, is the most modern taxonomic system.

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Vertebrates and invertebrates Worksheet

Outstanding Science Year 6 | Living things and their habitats | OS6A004

Learning objective

I can classify animals as vertebrates and invertebrates.

Children identify 18 organisms as vertebrates or invertebrates and place them in the correct sub-group (fish, birds, mammals, amphibians, reptiles, insects, arachnids, molluscs, worms).

6a1: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Animals can be broadly classified as vertebrates (those that have a spinal column) and invertebrates.

All vertebrates have a common ancestor and comprise the fish and tetrapods.

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Identifying arthropods using a key Worksheet

Outstanding Science Year 6 | Living things and their habitats | OS6A005

Learning objective

I can identify familiar arthropods using a classification key.

Children use a dichotomous classification key to identify 10 different arthropods. They discuss why arthropods have certain body features in common.

6a2: give reasons for classifying plants and animals based on specific characteristics.

Arthropods are a large and diverse phylum (group) of invertebrates, comprising insects, arachnids, crustaceans and myriapods.

All arthropods have a segmented body, a hard exoskeleton, and jointed legs.

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Identifying trees using a key Worksheet

Outstanding Science Year 6 | Living things and their habitats | OS6A006

Learning objective

I can identify some common British trees using a classification key.

Children look at the leaves of 5 different trees common to the British isles and identify them using a dichotomous key. They discuss which of these trees they have seen in the local area.

6a2: give reasons for classifying plants and animals based on specific characteristics.

Trees can be identified by examining their leaves.

Terms used to describe leaves include pinnate, palmate, simple, compound and lobed.

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Invertebrates in the local environment Worksheet

Outstanding Science Year 6 | Living things and their habitats | OS6A007

Learning objective

I can identify invertebrates in the local environment.

Children choose 4 different local micro-habitats to investigate. They predict and then observe which types of invertebrate they might find in each micro-habitat, using the arthropod identification key provided. Children record their results in a table and then transfer their results to a bar chart. They discuss which micro-habitat is most diverse in terms of invertebrate population.

6a2: give reasons for classifying plants and animals based on specific characteristics.

Not all species of invertebrate may be present in nearby micro-habitats.

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Trees in the local environment Investigation

Outstanding Science Year 6 | Living things and their habitats | OS6A008

Learning objective

I can identify trees in the local environment.

Children choose an area in the local environment to study. Using the tree classification key provided, children complete a tally chart showing the frequency of each type of tree in the local area. They transfer their results to a bar chart.

6a2: give reasons for classifying plants and animals based on specific characteristics.

Some species of trees have been introduced from elsewhere by humans.

Conifers are gymnosperms. This means that they reproduce sexually and produce seeds but do not form flowers.

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Micro-organisms Worksheet

Outstanding Science Year 6 | Living things and their habitats | OS6A009

Learning objective

I can classify organisms as micro-organisms and explain what they are.

Pupils learn why micro-organisms are classified as such and explore some of their basic features. Using the writing frame and diagrams provided, they create an information text or poster to apply their learning.

6a1: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Micro-organisms, or microbes, are generally single-celled organisms.

All living things, including humans, are composed of cells.

Viruses, while they are capable of reproduction and evolution, and have a similar role in the spread of infectious disease, are not true living things and are therefore not micro-organisms.