variation and classification unit guide - physicslocker 1/files... · to sample size • describe...

D Unit guideVariation and classification

© Harcourt Education Ltd 2003 Catalyst 1 This worksheet may have been altered from the original on the CD-ROM. Sheet 1 of 1

Where this unit fits in Prior learningThis unit builds on:unit 5B Life cycles and unit 6A Interdependence and adaptation and on unit 7C Environment andfeeding relationships.

The concepts in this unit are: variation within and between species and classification of animals.

This unit leads onto:unit 8D Ecological relationships and unit 9A Inheritance and selection.

Framework yearly teaching objectives – InterdependenceExplain that organisms can be grouped by their similarities and differences, and that a species is a group of very similar organisms; identify some of themain taxonomic groups of animals, describing some common features.

Expectations from the QCA Scheme of WorkAt the end of this unit …

… most pupils will … … some pupils will not have made somuch progress and will …

… some pupils will have progressedfurther and will …

in terms of scientific enquiry NC Programme of Study Sc1 1c; 2f, g, i, j, k, l, m, o, p

• use observations to identify questions toinvestigate about variation betweenindividuals

• suggest data to collect to answer thequestions; present and analyse the data;identify associations or correlations in theirdata.

• make suggestions about data to be collectedto answer questions about variation

• with help, present data using ICT andidentify patterns or associations.

• evaluate graphs and tables of data in relationto sample size

• describe how strongly any association orcorrelation is supported.

in terms of life processes and living things NC Programme of Study Sc2 4a, b

• identify similarities and differences inorganisms of the same species and begin toattribute these to environmental or inheritedfactors

• explain the importance of classifying livingthings

• identify some of the main taxonomic groupsof animals and describe some features ofthese.

• identify similarities and differences betweenorganisms of the same species and classifyorganisms into plants and animals

• identify a few taxonomic groups of animals.

• recognise that inherited and environmentalcauses of variation cannot be completelyseparated

• name some organisms that are not readilyclassified as plant or animal

Suggested lesson allocation (see individual lesson planning guides)Direct route

D1All the same?

D2Differences count

D3Sorting living things

D4More animal groups

D5No bones about it

D6The right size: Thinkabout range of data

Extra lessons (not included in pupil books)

D1 Investigate: Do tall people havebig feet?

D3 Sorting livingthings Extra lesson forActivity D3b

Review and assessprogress (distributedappropriately)

MisconceptionsSome pupils may think that boys inherit their features from their fathers and girls from their mothers.

Additional informationMuch of this work involves the interpretation and analysis of visual information gathered from a variety of sources. The use of enlarged images willhelp pupils with visual impairment.Teachers will be aware of the need for sensitivity to the circumstances of pupils and their families throughout this unit.

Health and safety (see activity notes to inform risk assessment)Remind pupils not to pick plants and take care of living specimens. These should be returned to their natural habitat as soon as possible. Wash handsand disinfect benches after handling animals. Refer to school and LEA policies on fieldwork and ensure parental consent and adequate supervision.

To make good progress, pupils starting this unitneed to know how to: • identify different living things• name the parts of living things• use a key to identify an unknown living thing.➞ Transition quiz for unit D

D1Lesson planning

guideAll the same?


Learning outcomes

Most pupils will … Some pupils, making less progress will … Some pupils, making more progress will …

• identify differences between livingthings and describe this as variation

• understand the meaning of the termspecies and appreciate that there isvariation between and within species.

• identify differences between living things anddescribe this as variation.

• suggest why a particular style of writing is usedin a text to describe an animal

• begin to recognise that some variations haveinherited causes.

Learning objectivesi The differences between living things is called variation.ii If there are enough differences between organisms, they are different species.iii There is variation between the members of a species.iv Some variations are inherited. (red only)

Scientific enquiryv Relate conclusions to scientific knowledge and understanding. (Framework YTO Sc1 7g part)

Suggested alternative starter activities (5–10 minutes)

Introduce the unit Share learning objectives Brainstorming Capture interest (1) Capture interest (2)

Unit map for Variationand classification.

• Be able to recognise membersof the same species.

• Be able to recognise variationbetween members of the sameand different species.

Pupils list all the ways inwhich members of the classdiffer from each other.

Spot the differencegame.

Snap! game with animalcards.

Suggested alternative main activitiesActivity Learning

objectivesee above

Description Approx.timing

Target group

C H E S

Textbook D1 i, ii, iii andiv

Teacher-led explanation and questioning OR pupils work individually, inpairs or in small groups through the in-text questions and then ontothe end-of-spread questions if time allows.

35 min R/G G R S

Activity D1aPaper

i, ii and v Spot the species Pupils compare drawings (or live specimens) of a frogand a toad and realise that there are enough differences for them tobelong to different species.

20 min ✓ ✓

Suggested alternative plenary activities (5–10 minutes)Review learning Sharing responses Group feedback Word game Looking aheadPupils play spot thespecies.

Pupils discuss howinformation about aspecies would be presentedin various ways dependingon the intended audience.

In pairs, pupils discussevidence and conclusionsfrom Activity D1a.

Pelmanism game withwords and definitions.

Pupils suggest whatfeatures they expect tovary in any given speciesand what features theywould not expect to vary.

Key wordsfeatures, species, reproduce, variation, inherited

Out-of-lesson learningHomework D1Textbook D1 end-of-spread questions

D1Lesson planning

guideInvestigate: Do tall people havebig feet?


Learning outcomes


• use equipment to collect measurementsfor the variations between classmembers

• set up a spreadsheet to record the data• produce scattergrams using ICT to test

relationships between variables, e.g.height and shoe size.

• make suggestions about data to answerquestions about variation

• with help, present data using ICT and identifypatterns or associations.

• evaluate graphs and tables of data in relation tosample size

• describe how strongly any association orcorrelation is supported.

Learning objectivesi Plan and carry out an investigation to compare variations between members of the class.

Scientific enquiryii Make predictions of possible outcomes. (Framework YTO Sc1 7b)iii Identify and control the key factors that are relevant to the investigation. (Framework YTO Sc1 7c) iv Use equipment to collect measurements for the variations between class members. (Framework YTO Sc1 7d)v Set up a spreadsheet to record the data and produce scattergrams to test relationships between variables, e.g. height and shoe size. (Framework

YTO Sc1 7f)vi Describe and explain what their results show. (Framework YTO Sc1 7g)vii Evaluate the strength of evidence and indicate whether increasing the sample size would have strengthened the conclusion. (Framework YTO Sc1 7h)


Setting the context Introduce the apparatus Safety Brainstorming (1) Brainstorming (2)

Class discussion about thedifferent types of questionthat you can ask aboutvariation.

Point out the equipment formeasuring height and footsize. If using a spreadsheet,introduce this too.

Discuss the need to washhands after measuring feet.

The variables in theinvestigation.

Some pupils measure eachother’s height and shoe size.Draw graphs to consider theeffect of sample size.

InvestigationActivity Learning

objectivesee above


Target group

C H E S

Activity D1bPaper

i, ii and iii Do tall people have big feet? Planning Pupils write a plan toinvestigate the variations between the people in their class.

20 min ✓ ✓

Activity D1cICT

i, iv, v, viand vii

Do tall people have big feet? Obtaining evidence, considering andevaluating Pupils carry out the investigation they have planned. Theycollect some measurements for the variations between people in theirclass and use a spreadsheet to analyse the data.

30 min ✓ ✓

Suggested alternative plenary activities (5–10 minutes)Review learning Group feedback Analysing EvaluatingTeacher-led review of planningprocedure.

Pupils review their data andsuggest an answer to theinvestigation question.

Teacher-led discussion of what thedata collected can be used tosuggest.

Teacher-led look at how strong thecorrelation is and if there isenough evidence.

Key wordsscattergram, correlation

D2Lesson planning

guideDifferences count


Learning outcomes


• identify similarities and differences inorganisms of the same species

• begin to attribute these toenvironmental or inherited factors.

• identify similarities and differences inorganisms of the same species

• state some examples of inherited features • be aware that the environment can result in

variation.

• recognise that inherited and environmentalcauses of variation cannot be completelyseparated.

Learning objectivesi Individuals are like their parents but they are not identical to them.ii Environmental differences can result in variations in a species.iii Some variations are a combination of both inherited and environmental causes. (red only)

Scientific enquiryiv Decide on a suitable sample size. (Framework YTO Sc1 7e)v Describe and explain what their results show when drawing conclusions.vi Begin to relate conclusions to scientific knowledge and understanding. (Framework YTO Sc1 7g)


Recap last lesson Share learning objectives Problem solving Capture interest (1) Capture interest (2)

Pupils write a fieldguide entry for a catand a dog.

• Be able to recognise inheritedand environmental variations.

• Investigate the variationbetween leaves from differentenvironments. (Sc1)

Pupils look at picturesof identical twins andsuggest why theyshow somedifferences.

Pupils write a letter toa pen friend describingthemselves and theother members of theirfamily.

Pupils sort characteristics into twogroups based on whether they areaffected by lifestyle orenvironment.


objectivesee above


Target group

C H E S

Textbook D2 i, ii and iii Teacher-led explanation and questioning OR pupils work individually, inpairs or in small groups through the in-text questions and then ontothe end-of-spread questions if time allows.

20 min R/G G R S

Activity D2aPractical

ii, iv, v andvi

Life in the shade Pupils work out and compare leaf areas of blackberryleaves from a shady and a sunny area and suggest why variations occur.

35 min ✓ ✓

Activity D2bICT

iii Fingerprints Pupils collect and classify fingerprints of the class using aspreadsheet. They attempt to classify a mystery person. They realisethat variation in fingerprints is only partly inherited – it is alsoaffected by environmental factors.

20 min ✓ (✓ )

Suggested alternative plenary activities (5–10 minutes)Review learning Sharing responses Group feedback Word game Looking aheadPupils consider thepossible causes ofvariations within a species.

Whole-class discussions ofinterpretations of data inActivity D2a.

In groups, discuss who themystery fingerprint belongsto from Activity D2b.

Game about adaptations. Pupils suggest how theythink explorers went aboutdeciding what was aspecies.

Key wordsinherited, sperm, egg, inherited variation, environment, environmentalvariation


D3Lesson planning

guideSorting living things


Learning outcomes


• explain the importance of classifyingliving things

• identify living things as animals, plants,microorganisms and fungi and describesome features of these

• explain how animals are subdivided intovertebrates and invertebrates

• recognise that Cuvier was the firstscientist to classify animals in theeighteenth century.

• identify similarities and differences betweenorganisms of the same species

• know that living things are classified as plants,animals, microorganisms and fungi

• identify a few vertebrates and invertebrates.

• explain why a bacterium cannot be classified asa plant or animal.

Learning objectivesi Living things can be sorted into groups of species with similar features and there are different ways of doing this.ii Scientific classification is important because it is a worldwide system for studying living things.iii Living things can be divided into animals, plants, microorganisms and fungi.iv Animals can be subdivided into vertebrates (animals with a backbone) and invertebrates (animals without a backbone).

Scientific enquiryv Consider early scientific ideas, and how experimental evidence and creative thinking were combined by Cuvier. (red only) (Framework YTO 7a part) vi Sort organisms into groups according to common features. (Framework YTO Sc1 7g)


Recap last lesson Share learning objectives Problem solving (1) Problem solving (2) Capture interest

Pupils look at theparent–offspring pairs,and write down onefeature that is clearlyinherited from the parent.

• Find out that members of the samespecies have similar features.

• Be able to divide animals intovertebrates and invertebrates.

• Be able to sort organisms found in apond into different groups. (Sc1)

Pupils look at twodifferent ways ofdividing a set ofanimals into twogroups.

Pupils decide whethereach of four animalshas a backbone.

Show video clips of arange of living thingsfor pupils to identifydifferences.Catalyst InteractivePresentations 1


objectivesee above


Target group

C H E S

Textbook D3 i, ii, iii, ivand v

Teacher-led explanation and questioning OR pupils work individually, in pairsor in small groups through the in-text questions and then onto the end-of-spread questions if time allows.

20 min R/G G R S


i and vi Sorting living things Pupils look at a range of living things and makeobservations to identify differences. Suggest ways of grouping them.

20 min ✓ ✓

Activity D3bPractical

iii, iv and vi Pond survey Pupils visit a pond and observe living things they can see. Theybring back samples of pond water to make observations in the laboratory.They classify the organisms they have observed into the major taxonomicgroups. Alternative resources supplied in case pond outing not possible.

45 min ✓ ✓

Suggested alternative plenary activities (5–10 minutes)Review learning Sharing responses Group feedback Word game Looking aheadPupils produce owndefinition forclassification.

Whole-class discussion ofwhat pupils found out inActivity D3a.

Pupils suggest what theydecided to use to classifyliving things in ActivityD3b.

Guess the animal from thedescription.

Pupils suggest how manyliving things exist in theworld and whether it isuseful to know.

Key wordsorganisms, microorganisms, classification, animals, plants, fungi,vertebrates, invertebrates


D4Lesson planning

guideMore animal groups


Learning outcomes


• identify vertebrates as mammals, birds,reptiles, amphibians and fish anddescribe some features of these.

• classify vertebrates as mammals, birds,reptiles, amphibians and fish and describe onefeature of each group.

• recognise key differences between each groupand will be able to make comparisons.

Learning objectivesi Vertebrates are classified into five groups.ii The five vertebrate groups are mammals, birds, reptiles, amphibians and fish.iii Each vertebrate group has different features.

Scientific enquiryiv Sort organisms into groups according to common features. (Framework YTO Sc1 7g)


Recap last lesson Share learning objective Brainstorming Word game Capture interest

Pupils write a key todistinguish between ananimal, a plant and afungus.

• Be able to name and describecommon features of the fivevertebrate groups.

• Be able to sort vertebratesinto these five groups. (Sc1)

Show photos of vertebrates andinvertebrates for pupils toclassify. Pupils divide thevertebrates into smaller groups.Catalyst InteractivePresentations 1

Wordsearch onvertebrate groups.

Show video clips of a rangeof vertebrates and askpupils what they have incommon.Catalyst InteractivePresentations 1


objectivesee above


Target group

C H E S

Textbook D4 i, ii and iii Teacher-led explanation and questioning OR pupils work individually, inpairs or in small groups through the in-text questions and then ontothe end-of-spread questions if time allows.

20 min R/G G R S


i, ii, iii andiv

All backbone Pupils classify vertebrates. 20 min ✓

Activity D4bDiscussion

i, ii, iii andiv

The vertebrate game Pupils play a board game to review and reinforcewhat pupils know about vertebrates.

20 min ✓

Suggested alternative plenary activities (5–10 minutes)Review learning Sharing responses Group feedback Brainstorming Looking aheadClassify the mysteryvertebrate.

Pupils share theirclassifications fromActivity D4a.

In groups, pupils feedbackon how the game went inActivity D4b.

Pupils decide what thedistinctive features are forthe five groups ofvertebrates.

Pupils suggest what theyknow already about thedistinctive features of theinvertebrate groups.

Key wordsvertebrates, mammals, mammary glands, birds, fish, amphibians, reptiles

Out-of-lesson learningHomework D4Textbook D4 end-of-spread questionsVisit a zoo or Nature Centre

D5Lesson planning

guideNo bones about it


Learning outcomes


• identify invertebrates as jellyfish,starfish, flatworms, roundworms,segmented worms, molluscs andarthropods and describe some featuresof these

• explain how the arthropods may befurther subdivided.

• identify invertebrates as jellyfish, starfish,flatworms, roundworms, segmented worms,molluscs and arthropods and describe onefeature of each group

• explain how the arthropods may be furthersubdivided.

• recognise key differences between each groupand will be able to make comparisons

• be able to design a key to identify whicharthropod group an organism belongs to.

Learning objectivesi Invertebrates are classified into seven groups.ii Invertebrates with no legs are divided into six groups by the kind of body they have. These are jellyfish, starfish, flatworms, roundworms,

segmented worms and molluscs.iii Invertebrates with jointed legs are called arthropods. These can be divided into crustaceans, centipedes and millipedes, spiders and insects.

Scientific enquiryiv Be able to sort organisms into groups according to common features. (Framework YTO Sc1 7g)


Recap last lesson Share learning objectives Brainstorming Capture interest (1) Capture interest (2)

Pupils write a key toidentify members ofeach vertebrategroup.

• Be able to name and describecommon features of the seveninvertebrate groups.

• Be able to sort invertebratesinto these seven groups. (Sc1)

Show pictures ofinvertebrates and ask forways of dividing them intosmaller groups.Catalyst InteractivePresentations 1

Pupils divide pictures ofinvertebrates intogroups according totheir own criteria.

Show video clips of examples ofeach invertebrate group. Pupilswrite down their distinguishingfeatures.Catalyst InteractivePresentations 1


objectivesee above


Target group

C H E S

Textbook D5 i, ii, iii andiv


20 min R/G G R S

Activity D5aPaper

i, ii, iii andiv

Make no bones about it Pupils sort pictures of invertebrates intogroups.

20 min ✓

Suggested alternative plenary activities (5–10 minutes)Review learning Sharing responses Group feedback Word games Looking backCheck progress quiz aboutspecies, vertebrates andinvertebrates and theirsubgroups.


Pupils discuss thelimitations of the evidenceprovided to help themclassify a trilobite.

Check progress by playingbingo to reinforce keywords from the unit.

To revise and consolidateknowledge from the unit,use the Unit map, the Pupilchecklist, or the Testyourself.

Key wordsinvertebrates, jellyfish, flatworms, segmented worms, starfish,roundworms, molluscs, arthropods, segments, crustaceans, centipedes,millipedes, spiders, insects


D6Lesson planning

guideThe right size – Think about rangeof data


Learning outcomes


• use secondary source data to try todecide whether the Inuit stature is aninherited feature, a consequence ofenvironment or a combination of both

• explain how a large sample is needed toshow the full range of height data

• be able to make comparisons using datapresented in graph form and considerthe strength of the evidence.

• use secondary source data to try to decidewhether the Inuit stature is an inheritedfeature, or a consequence of environment

• begin to understand how a large sample isneeded to show the full range of height data

• with help, be able to make comparisons usingdata presented in graph form.

• evaluate whether the data is sufficient tosupport a conclusion and make suggestions toextend the study.

Learning objectivesi Variation in height within our species has both environmental and inherited causes.ii Height is a variable that shows a continuous spread (qualitative approach).iii A large sample is needed to show the full range.iv Graphs can be used to make comparisons and think about whether the data is sufficient to draw conclusions.

Scientific enquiryv Present and interpret experimental results through the routine use of tables, bar charts and simple graphs, including line graphs.

(Framework YTO 7f)vi Evaluate the strength of evidence, indicate whether increasing the sample would have strengthened the conclusion. (Framework YTO 7h)


Bridging to the unit Setting the context Concrete preparation

Pupils write down ten ways inwhich humans can vary.

Pupils measure their own height.Draw a class histogram to helpsee the extent of variation.

Pupils find the difference between the class average height and their ownheight, and relate to the need to measure more than one person and find theaverage height within a class.

Suggested main activitiesActivity Learning

objectivesee above


Target group

C H E S

Textbook D6 i, ii, iii, ivand v


20 min R/G G R S

Activity D6aDiscussion

iii and vi Sampling Pupils deduce the conclusion from a sample. They thenanalyse the whole population and compare the conclusion they madefrom their sample to the one they made for the whole population.

20 min ✓

Suggested alternative plenary activities (5–10 minutes)Group feedback Bridging to other topicsPupils explain what they learnt from looking at differentsample sizes in Activity D6a.

Discuss sample sizes and whether or not they provide enough information to drawconclusions, e.g. when looking at populations in a habitat.Other examples of sample size in real life are consumer surveys and election polls.

Key wordsrange of data, sample, red only: range

Out-of-lesson learningTextbook D6 end-of-spread questions

D1

© Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM.

StartersAll the same?

Sheet 1 of 1

Introduce the unit Share learning Brainstorming Capture interest (1) Capture interest (2)objectives

Unit map for ● Be able to recognise Pupils list all the ways in Spot the difference game. Snap! game with animal Variation and members of the same which members of the cards. classification. species. class differ from each

● Be able to recognise other.variation between members of the same and different species.


Introduce the unit● Either draw the outline of the unit map on the board

then ask pupils to give you words to add, saying whereto add them. Suggest some words yourself whennecessary to keep pupils on the right track.

● Or give out the unit map and ask pupils to work ingroups deciding how to add the listed words to thediagram. Then go through it on the board as eachgroup gives suggestions.

Share learning objectives● Ask pupils to write a list of FAQs they would put on a

website telling people about variation and species.Collect suggestions as a whole-class activity, steeringpupils towards those related to the objectives. Concludeby highlighting the questions you want them to be ableto answer at the end of the lesson.

Brainstorming● Ask pupils to work in pairs and spend 2 minutes

making a list of all the ways in which members of theclass differ from each other.

● Ask pairs for suggestions and collate ideas on the board.

Capture interest (1)● Pupils identify 15 differences between two apparently

similar pictures on the pupil sheet. Ask them to circlethe differences on one of the pictures.

● This can be run as a competition.

Capture interest (2)● Ask pupils to play Snap! in pairs, using the animal cards

on the pupil sheet.

➔ Pupil sheet

➔ Pupil sheet

➔ Unit map

© Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM. Sheet 1 of 1

D Unit mapVariation and classification

amphibiansanimalsarthropodsbirdscentipedesclassificationcrustaceansexoskeleton Rfeaturesfishflatwormsfungiinsectsjellyfishmammals

mammary glandsmicroorganismsmillipedesmolluscsorganismsplantsreptilesroundwormssegmented wormssegmentsspeciesspidersstarfishvariation

Copy the unit map and use these words to help you complete it. You may add words of your own too.

�

Variation andclassification

Differences inspecies

Inheritedvariation

Groups of livingthings

Vertebrates

Invertebrates

Environmentalvariation


Capture interest (1)

D1 StartersAll the same?



D1 StartersAll the same?

Setting the context Introduce the Safety Brainstorming (1) Brainstorming (2)apparatus

Class discussion about the Point out the equipment Discuss the need to wash The variables in the Some pupils measure each different types of for measuring height and hands after measuring investigation. other’s height and shoe question that you can ask foot size. If using a feet. size. Draw graphs toabout variation. spreadsheet, introduce consider the effect of

this too. sample size.

D1


StartersInvestigate: Do tall people havebig feet?

Sheet 1 of 1


Setting the context● Have a class discussion to set the scene for the

investigation, focusing on different types of questionyou can ask about variation (e.g. Which class is taller?Do red-tipped daisies have longer stems? Do shorterpeople have smaller fingers?).

● Ask what sort of graph pupils would need to draw toanswer each question.

Introduce the apparatus● Point out the equipment used for measuring height and

foot size, as detailed in Activity D1bc.

● If using a spreadsheet, introduce this to the pupils.

Safety● Explain that pupils should wash their hands after

measuring feet, and discuss the health reasons for this.

Brainstorming (1)● Ask pupils to discuss in groups what the variables are in

the investigation.

● Ask them to decide what variable should be changed(input variable) and what should be measured duringthe investigation (outcome variable).

● Ask pupils to suggest the type of graph they will drawto display their data later. Discuss their ideas as a class.

Brainstorming (2)● Choose four pupils. Ask other pupils to measure and

record the height and shoe size of these four.

● Sketch a scattergram on the board of height againstshoe size, marking all four points.

● Now draw three separate similar graphs to show pointsfrom just two of them (for example, pupils A and B, Aand D, C and D).

● Discuss as a class whether or not all four graphs suggestthe same pattern. If not, discuss how taking resultsfrom only two people is not enough to work out howshoe size and height really vary together.

Recap last lesson Share learning Problem solving Capture interest (1) Capture interest (2)objectives

Pupils write a field guide ● Be able to recognise Pupils look at pictures of Pupils write a letter to a Pupils sort characteristicsentry for a cat and a dog. inherited and identical twins, and pen friend describing into two groups based on

environmental variations. suggest why they show themselves and the other whether they are affected● Investigate the variation some differences. members of their family. by lifestyle or environment.

between leaves from different environments.(Sc1)

D2


StartersDifferences count

Sheet 1 of 1


Recap last lesson● Ask pupils to write a field guide entry to describe a cat

and a dog.

● Take class feedback to recap that the two look different.

● Remind pupils that the dog and the cat are members ofdifferent species because they are unable to reproducetogether.


website telling people about different types of variation.Collect suggestions as a whole-class activity, steeringpupils towards those related to the objectives. Concludeby highlighting the questions you want them to be ableto answer at the end of the lesson.

Problem solving● Ask pupils to work in pairs to suggest why the pairs of

‘identical twins’ on the pupil sheet are different.

● Take feedback in a class discussion.

Capture interest (1)● Ask pupils to spend 5 minutes writing a letter to a pen

friend in America, describing themselves and the othermembers of their family.

● At the end of the 5 minutes ask them to write down alist of similarities between themselves and theirmother, and between themselves and their father.

● Use their accounts in a class discussion to introduce theidea of variation and inherited variation.

Capture interest (2)● Show the list of features as an OHT and ask pupils to

sort the features into two groups based on whether theythink someone’s environment or lifestyle can affecteach one.

● Take feedback in a class discussion. If necessary, explainthat a genetic disease such as cystic fibrosis is passed onfrom parents to children. Ask whether anyone knowstheir blood group, and establish that your blood groupis not changed by your lifestyle. Some features may beaffected by both inheritance and lifestyle, such as skincolour and intelligence.

➔ Pupil sheet

➔ Pupil sheet


Problem solvingLook at the pairs of twins below, and explain the differences betweenthem.

D2 StartersDifferences count

A B

C D



Features

height

mass

eye colour

natural hair colour

blood group

genetic disease

skin colour

nose length

headache

bushy eyebrows

long nails

intelligence

ability to speak a foreign language

D2 StartersDifferences count

Recap last lesson Share learning Problem solving (1) Problem solving (2) Capture interestobjectives

Pupils look at the ● Find out that members of Pupils look at two Pupils decide whether Show video clips of a range parent–offspring pairs, the same species have different ways of dividing each of four animals has of living things for pupilsand write down one similar features. a set of animals into two a backbone. to identify differences.feature that is clearly ● Be able to divide animals groups. Catalyst Interactiveinherited from the into vertebrates and Presentations 1parent. invertebrates.

● Be able to sort organisms found in a pond into different groups. (Sc1)

D3


StartersSorting living things

Sheet 1 of 1


Recap last lesson● Give out the pupil sheet. Ask pupils to look at each

parent–offspring pair, and write down one feature thatthe child has clearly inherited from its parent.

● Take feedback in a class discussion.


website telling people how to sort out living things.Collect suggestions as a whole-class activity, steeringpupils towards those related to the objectives. Concludeby highlighting the questions you want them to be ableto answer at the end of the lesson.

Problem solving (1)● Pupils look at the pupil sheet, which shows two

different ways of dividing a set of animals into twogroups. They then come up with the rule used to dividethem up each time.

● Compare pupils’ chosen rules in a class discussion.

Problem solving (2)● Pupils look at the pupil sheet, which shows pictures of

animals. They write down whether they think each onehas a backbone.

● Compare their decisions in a class discussion.

Capture interest● Show video clips of a range of living things.

● Ask pupils to make observations to identify differencesbetween them. Point out that these are all differentspecies, and that scientists find it easier to study all theliving things on Earth if they put species into groups.

➔ Catalyst Interactive Presentations 1

➔ Pupil sheet

➔ Pupil sheet

➔ Pupil sheet


Recap last lesson

D3 StartersSorting living things


Problem solving (1)For each box A and B, decide how the organisms have been dividedinto two groups.


A

B



Problem solving (2)You can feel your backbone if you run your hand down the middle of your back.Write down whether you think each animal has a backbone.

Recap last lesson Share learning Brainstorming Word game Capture interestobjectives

Pupils write a key to ● Be able to name and Show photos of vertebrates Wordsearch on vertebrate Show video clips of a rangedistinguish between an describe common and invertebrates for pupils groups. of vertebrates and ask pupilsanimal, a plant and a features of the five to classify. Pupils divide the what they have in common.fungus. vertebrate groups. vertebrates into smaller Catalyst Interactive

● Be able to sort groups. Presentations 1vertebrates into these Catalyst Interactivefive groups. (Sc1) Presentations 1

D4


StartersMore animal groups

Sheet 1 of 1


Recap last lesson● Ask pupils to write a key to distinguish between the

organisms shown on the pupil sheet (an animal, a plantand a fungus).

● Draw up one or two pupils’ keys in a class discussion.


website telling people about grouping vertebrateanimals. Collect suggestions as a whole-class activity,steering pupils towards those related to the objectives.Conclude by highlighting the questions you want themto be able to answer at the end of the lesson.

Brainstorming● Show photos of vertebrates and invertebrates. For each,

ask pupils to write down whether it is a vertebrate or aninvertebrate.

● Then ask pupils to suggest ways of dividing thevertebrates into smaller groups.

Word game● Ask pupils to complete the wordsearch on the pupil

sheet.

● Show the answers as an OHT for them to check theiranswers. Use the words on it to introduce the lesson.

Capture interest● Show video clips of a range of vertebrates. Ask pupils

what these animals have in common, and lead them torealise that they all have a backbone.


➔ Pupil sheet


➔ Pupil sheet

➔ Teacher sheet


Recap last lessonWrite a key to help someone to identify each of these organisms asan animal, a plant or a fungus.

D4 StartersMore animal groups

A

C

B



I O L U T E B E C Q

N T D S L A M M A M

V A I D N O J B E M

E Y S X A L V U J D

R E P T I L E L E O

T E O K B F R O B H

E N L C I I T S F G

B E V S H O E A T E

R Z H M P N B K I B

A T U P M W R E S Y

T A L M A M A L K U

E D R I B B T O K C

A X D C F V E G B H

Word gameAll these words are animal groups. See how many of them you canfind in the wordsearch.

vertebrate bird

reptile fish

invertebrate mammal

amphibian


Word game


I O L U T E B E C Q

N T D S L A M M A M

V A I D N O J B E M

E Y S X A L V U J D

R E P T I L E L E O

T E O K B F R O B H

E N L C I I T S F G

B E V S H O E A T E

R Z H M P N B K I B

A T U P M W R E S Y

T A L M A M A L K U

E D R I B B T O K C

A X D C F V E G B H

Recap last lesson Share learning Brainstorming Capture interest (1) Capture interest (2)objectives

Pupils write a key to ● Be able to name and Show pictures of Pupils divide pictures of Show video clips ofidentify members of each describe common invertebrates and ask for invertebrates into groups examples of eachvertebrate group. features of the seven ways of dividing them according to their own invertebrate group. Pupils

invertebrate groups. into smaller groups. criteria. write down their● Be able to sort Catalyst Interactive distinguishing features.

invertebrates into these Presentations 1 Catalyst Interactiveseven groups. (Sc1) Presentations 1

D5


StartersNo bones about it

Sheet 1 of 1


Recap last lesson● Ask pupils to write a key to distinguish between the

organisms shown on the pupil sheet (examples of thefive vertebrate groups).

● Draw up one or two pupils’ keys in a class discussion.


website telling people about grouping invertebrateanimals. Collect suggestions as a whole-class activity,steering pupils towards those related to the objectives.Conclude by highlighting the questions you want themto be able to answer at the end of the lesson.

Brainstorming● Show pupils photos of invertebrates. Then ask them to

suggest ways of dividing the invertebrates into smallergroups.

Capture interest (1)● Ask pupils to work in groups of three with the cards

from the pupil sheet. They divide the cards showinginvertebrates into groups, according to their owncriteria.

● As a class, take feedback from each group to explain thegrounds for their classification.

● Use their ideas as a basis for building up theclassification of invertebrates.

Capture interest (2)● Show pupils video clips of examples of each

invertebrate group. Freeze the video at the end of eachsection.

● Ask pupils to write down the distinguishing features ofthe animal.

● Collate and refine their responses as a class.

➔ Pupil sheet


➔ Pupil sheet



Recap last lessonWrite a key to help someone to identify each of these organisms as amammal, a bird, a reptile, an amphibian or a fish.

D5 StartersNo bones about it

A

B

C

D

E



D5 StartersNo bones about it

A B C

D E F

G H I

J K L

M N O

P Q R

D6


StartersThe right size – Think about

Sheet 1 of 1

Bridging to the unit● Pupils have looked at the variation between living

things. To link to this, ask pupils to write down tenways in which humans can vary.

● Collate ideas on the board.

Setting the context● Ask pupils to measure their own height, and put the

results in a table on the board.

● Prepare histogram axes on the board to encompass therange of heights within the class.

● Collate the whole class data on the axes to show theextent of variation in height.

Concrete preparation● Ask pupils to measure their own height, and put the

results in a table on the board.

● Calculate the average height within the class.

● Ask pupils to work out how far they are from theaverage height.

● Line pupils up in order of deviation from the averageheight.

● Conclude that measuring just one pupil does not givean accurate estimate of the height of the whole class. Itis more accurate to measure them all and find theaverage.

Bridging to the unit Setting the context Concrete preparation

Pupils write down ten ways in which humans Pupils measure their own height. Draw a class Pupils find the difference between the classcan vary. histogram to help see the extent of variation. average height and their own height, and

relate to the need to measure more than oneperson and find the average height within a class.


Sheet 1 of 1© Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM.

Running the activityDrawings of a frog and a toad are provided on the sheets, but colour photographsor live specimens could be used if available. Pupils should realise that there aresufficient differences for toads and frogs to belong to different species. You mightwant to prompt them to think of their different lifestyles, because it will helpwith the distinction, and will also help later in this unit when considering thedifferent vertebrate groups.

Core: Pupils are prompted to write their own lists of observations.

Help: Pupils write down their observations in the table provided.

Other relevant materialFor each group (optional):● colour photographs of frog and toad or● access to live frog and toad.

Safety notesLive specimens (if used) should be handled with care. Pupils should wash theirhands with soap and hot water before and after handling them.

AnswersCore:

no

Help:

different

D1aTeacher

activity notesSpot the species

Paper Pupils observe and list the similarities and differences between a frog and a toad. Core, Help

Type Purpose Differentiation

1

1

Sheet 1 of 1

D1a


ActivityCore

Members of a species may differ from each other, but they alsohave many of the same features. They can reproduce to makemore members of the same species.

You are going to look at the frog and the toad, and try to decideif they are members of the same species.

1 Look very carefully at each animal and list all the features that are the same for both frog and toad.

2 Now list the features that are different for the frog and the toad.

3 Look at your lists of similarities and differences. Use them to come to a conclusion and answer the question.

Are the frog and toad members of the same species?

Spot the species

Handleanimals with

care. Wash yourhands before andafterwards.

!

toad

frog

toad spawn frog spawn


D1aActivity

CoreSpot the species

�



1 Look very carefully at each animal and list all the features that are the same for both frog and toad.

2 Now list the features that are different for the frog and the toad.

3 Look at your lists of similarities and differences. Use them to come to a conclusion and answer the question.

Are the frog and toad members of the same species?

toad

frog


Handleanimals with


!

1

1

Sheet 1 of 1

D1a


ActivityHelp



1 Look very carefully at each animal.

2 Which features are the same in the frog and the toad? Writethem in the table below.

3 Which features are different? Write them in the table below.

4 Look at your lists of similarities and differences. Complete thesentence using the same or different to fill in the gap. This isyour conclusion.

The frog and the toad are members of ...................................... species.

Spot the species

Handleanimals with


!

toad

frog


Same Different

1


Running the activityThe investigation is in two parts with two separate sheets at Core and Help level:planning the investigation (b) and obtaining evidence, considering the evidenceand evaluating (c).

Pupils work in groups of two to three to plan an investigation and make aprediction about the relationships between height and foot length (Help) orheight, foot length and reach (Core). Pupils are told what they are going tomeasure but are asked to think about this in terms of input and outcome variables.

Pupils discuss how they will identify and control key factors, such as gender orage. Pupils should select appropriate equipment to accurately measure shoe size oractual length of foot to the nearest cm.

Pupils then carry out their plan. They collect measurements for people in theirclass and enter them in a spreadsheet. They use the spreadsheet to analyse thedata and test relationships.

Core: Pupils enter the data into a spreadsheet and the whole-class data can then beanalysed to examine the relationship between certain variables such as height andfoot length.

Help: Pupils follow the guided instructions to develop their plan.

Other relevant materialFor each group:● 30 cm ruler● metre rule● height measurer (optional)● access to a computer and Microsoft Excel● spreadsheets for Core and Help as provided on this CD-ROM

ICT opportunitiesPupils use a spreadsheet for data analysis.

PitfallsThe relationships may not be obvious, depending on the size of the sample.

Be aware of individual sensitivities about height or other features. Stress that everyspecies shows variation and that it is a good thing that helps species survive.

AnswersCore:

– Answers will vary

Check pupils’ predictions.

Yes, males tend to have bigger feet.

Any relationship that exists is more likely to show up with a bigger sample size.

Larger sample size, more accurate measuring, all the same gender, etc.

Help:

– Check pupils’ results and predictions.

D1b, c

Teacheractivity notesInvestigate: Do tall people

have big feet?

ICT Pupils look at variations between individuals in their class and investigate Core, Helprelationships between them.


31

21

45

6

7

Sheet 1 of 1

D1b


ActivityCore

Differences between you and other humans are called variation.In this activity you are going to write a plan to investigate thevariations between the people in your class.

You will be investigating these two questions:● Is there any relationship between height and length of foot?● Is there any relationship between height and reach (armpit to

fingertip)?

You will use a spreadsheet to analyse the data.

Planning1 What is the aim of your investigation? Write down the questions

you are trying to answer.2 Discuss how many pupils you will need to measure to get a

reliable result. Write down your decision. 3 Discuss how you will measure height, foot length and reach, so

that each measurement is fair.4 Decide how you will organise your results. Where will you write

them?5 Finish your plan. Make sure it says:

● what is the input variable (for both questions, this is height)● what is the outcome variable for each question● what you will keep the same to make it a fair test● how you will take the measurements.

6 What else will you need to record? (Hint: you might think of age,name, gender, for example.)

7 Check your plan with your teacher.

Predicting8 What do you think the result of the investigation will be?

For example, do you think tall people will have big feet?Add your prediction to your plan.

9 Add a sentence to say why you think this.

Investigate: Do tall peoplehave big feet?

Sheet 1 of 1

D1b


ActivityHelp

Differences between you and other humans are called variation. In this activity you are going to write a plan to investigate the variations between the people in your class.

You will be investigating this question:

Is there any relationship between height and length of foot?

You will use a spreadsheet to analyse the data.

Equipment ● pieces of paper to stand on

● 30 cm ruler ● height measurer (optional)● metre rule ● access to a computer and spreadsheet

Planning1 Discuss each point below in your group. Fill in the gaps as you go.


A Aim: The question we want to answer is

....................................................................................................................................................................................................

B Input variable: height. We will measure the heights of different pupils.We will measure them by ......................................................................................................................................

C Outcome variable: length of foot. We will measure the length of the pupils’ feet. Wewill measure them by

....................................................................................................................................................................................................

(Hint: you might decide to draw round the feet on a piece of paper, and thenmeasure the length.)

D Reliable results: The number of pupils we will measure is .........................

E Fair test: We will keep these variables the same (make a list):

....................................................................................................................................................................................................

(Hint: For example: you will have to make sure that everyone is standing flat withoutshoes when you measure their height.)

F Equipment we will need: Make a list.

....................................................................................................................................................................................................

G Predicting: What do you think the result of the investigation will be?Do you think that tall people will have big feet? Write your prediction here.

....................................................................................................................................................................................................

2 Check your plan with your teacher.

Sheet 1 of 1

D1c


ActivityCore

In this activity you are going to carry out the investigation youhave planned. You are going to collect some measurements forthe variations between people in your class and use aspreadsheet to analyse the data.

Obtaining evidence1 Carry out your plan. You will use a spreadsheet with these

columns.

Presenting the results2 Use the spreadsheet to produce a scattergram of foot length

against height.3 Use the spreadsheet to produce a scattergram of reach against

height.

Considering the evidenceDo you think there is a relationship between height and footlength?Do you think there is a relationship between height and reach?Do you think there is a relationship between age and reach?Go back to your prediction. Write a sentence to say whetherthese results agree with your prediction or not.Look at your results. Does it matter that individuals are differentgenders?

EvaluatingDid you have enough results to make a reliable conclusion, orwould the results be more reliable if you had a larger samplesize?How could you have improved what you did?


First Last Height Reach Foot Gender Agename name in cm in cm in cm in months

2

3

4

5

1

6

7

Sheet 1 of 1

D1c


ActivityHelp

In this activity you are going to carry out the investigation youhave planned. You are going to collect some measurements forthe variations between people in your class and use aspreadsheet to analyse the data.

Obtaining evidence1 Carry out your plan. You will use a spreadsheet with the

following columns. Enter your results in the spreadsheet.

Presenting the results2 Use your spreadsheet to produce a scattergram of foot length

against height.

Considering the evidenceDo you think there is a relationship between height and footlength?

...........................................................................................................................................................

Go back to your prediction. Write a sentence to say whetherthese results agree with your prediction or not.

...........................................................................................................................................................

...........................................................................................................................................................


First Last Height Footname name in cm in cm

2

1


Running the activityProvide leaves from a sunny site and from a shady one. Discuss with the pupilsthe concept of sample size, and the idea of controlling key factors, such aschoosing leaves from the same plant species, approximately the same age, thesame height above the ground.

Core: Pupils are prompted to carry out their own measurements and calculate theaverage leaf area for both sites.

Help: Pupils are prompted to carry out their own measurements and record themin the table provided. They may need help with both measuring and carrying outthe calculations to find the area and average area.

ICT opportunitiesIt would be possible to set up a spreadsheet for the results and subsequentcalculations.

Expected outcomesPupils should realise that environmental differences can result in variationswithin a species. Leaves in the shade should be bigger.

PitfallsCarefully select a species with leaves that are easy to measure and that show adifference in the size. You should find leaves from a shady site are bigger becausethey are larger to try to maximise light absorption! Holly leaves work well.

Safety notesPupils should wash their hands with soap and hot water before and after handlingleaves. Holly leaves work well, but are poisonous.

AnswersCore:

yes

the shady one

Plants use sunlight to make their food. These leaves have grown bigger to trapmore sunlight.

Help:

, Check pupils’ results and calculations.

smaller

shady, less

D2aTeacher

activity notesLife in the shade

Practical Pupils measure leaves collected from a shady and a sunny environment to develop Core, Help the idea of environmental variation.


3

1

2

31 2

4


Equipment neededFor each group:

● a minimum of 12 leaves collected from a plant growing in the shade● a minimum of 12 leaves collected from a plant of the same species growing in

the sun● a small transparent ruler.

Holly is suggested, although most plants will show this difference. Make sure thatthe leaf shape is simple to measure, and that the two samples show a difference insize.

For your informationRunning the activityProvide leaves from a sunny site and from a shady one. Discuss with the pupilsthe concept of sample size, and the idea of controlling key factors, such aschoosing leaves from the same plant species, approximately the same age, thesame height above the ground.

Core: Pupils are prompted to carry out their own measurements and calculate theaverage leaf area for both sites.

Help: Pupils are prompted to carry out their own measurements and record themin the table provided. They may need help with both measuring and carrying outthe calculations to find the area and average area.

Expected outcomesPupils should realise that environmental differences can result in variationswithin a species. Leaves in the shade should be bigger.

PitfallsCarefully select a species with leaves that are easy to measure and that show adifference in the size. You should find leaves from a shady site are bigger becausethey are larger to try to maximise light absorption! Holly leaves work well.

Safety notesPupils should wash their hands with soap and hot water before and after handlingleaves. Holly leaves work well, but are poisonous.

D2aTechnician

activity notesLife in the shade

Practical Pupils measure leaves collected from a shady and a sunny environment to develop the Core, Helpidea of environmental variation.


Sheet 1 of 1

D2a


ActivityCore

Differences in the environment can cause variations in a species.You are going to measure leaves from a shady environment andleaves from a sunny environment and investigate the variationbetween them.

Planning1 Your teacher will provide leaves from a shady and a sunny

environment. Decide how many leaves from each area you willmeasure to give you reliable results.

2 Decide what factors could influence how large leaves grow.3 Decide which of these factors you will need to control by keeping

them the same.

Obtaining evidence4 Collect your chosen number of leaves from the shady area.5 Make a table like the one below to record your data. (You need

to decide how many sets of rows to draw.)

6 Measure the length and width of each leaf. Record the data inyour table.

7 Repeat steps 4 to 6 with the leaves from the sunny environment.

Considering the evidence8 Calculate the area for each leaf. Enter it in your table.9 Calculate the average area for all the shady leaves, and the

average area for all the sunny leaves. Enter these in your table.

Does there appear to be a difference between the two averageleaf areas?Which environment had the larger leaves?Suggest a reason for this difference.

Life in the shade

Wash yourhands afterhandling leaves.

!

Environment Length Width Area (length � width) Average in cm in cm in cm2 area in cm2

Shady

leaf 1

Sunny

width

ruler

length

2

3

1

Sheet 1 of 2

D2a


ActivityHelp

Differences in the environment can cause variations in a species.In this activity, you are provided with some leaves from a shadyplace and some from a sunny one. You will measure their areasand investigate the variation between them.

Planning1 How many leaves from each area will you need to measure to get

reliable results? Choose 1, 10 or 100 leaves. ......................................2 Look at these ideas about choosing the leaves. Underline the best

one.A The leaves can come from lots of different types of plant.B The leaves come from the same plant.C The leaves come from similar plants of the

same species.

Obtaining evidence3 Collect your leaves from the shady area.4 Measure the length and width of each leaf.

Record the measurements in the table below.

5 Calculate the area for each leaf and fill in the right-hand column.6 Add up all the areas and divide the total by 10. This is the

average area for the shady leaves.

Life in the shade

Wash yourhands afterhandling leaves.

!

width

ruler

length

Environment Length in cm Width in cm Area (length � width) in cm2

Shady

leaf 1

leaf 2

leaf 3

leaf 4

leaf 5

leaf 6

leaf 7

leaf 8

leaf 9

leaf 10

Average area

Sheet 2 of 2

D2a


ActivityHelp

7 Now collect leaves from the sunny area. Follow steps 4 to 6again.

Use the table below.

Considering the evidenceComplete the sentences.

The average leaf area of the shady leaves is ...................................................The average leaf area of the sunny leaves is ...................................................Underline the correct word.

The average leaf area of the sunny leaves is larger/smaller thanthat of the shady leaves.

Underline the correct word to make a conclusion for theinvestigation.

The sunny/shady environment has larger leaves because there ismore/less sunlight there, and plants need sunlight to grow.

Life in the shade (continued)

Environment Length in cm Width in cm Area (length � width) in cm2

Sunny

leaf 1

leaf 2

leaf 3

leaf 4

leaf 5

leaf 6

leaf 7

leaf 8

leaf 9

leaf 10

Average area

2

3

4

1


Running the activityPupils work in small groups to make their own fingerprints using ink pads andpaper, then classify them by type (arch, loop, whorl or composite). They enter thedata on a spreadsheet and produce a bar chart based on the whole class results.

They then have to identify a mystery fingerprint, which can either be theteacher’s own, or a volunteer’s from the class whose identity can be kept secret.

Some pupils might need assistance with using the spreadsheet or withinterpreting the fingerprint patterns, especially if they are smudged.

There is an optional Extension section at the foot of the Core sheet, which can becut off if not required.

Pupils should wash their hands with soap and hot water after printing.

Other relevant materialFor each group:

● an ink pad● white paper● one pre-prepared mystery fingerprint● access to a computer to set up a spreadsheet or to enter data into a spreadsheet.

Contact the local police for more information about fingerprints and techniquesused for collecting and analysing fingerprints.

ICT opportunitiesA spreadsheet is set up and bar charts constructed from the data entered.

PitfallsWarn pupils to try not to smudge their prints. The ink can be very messy. Somepupils might be concerned that their fingerprints will be kept, so reassure themthat they can destroy the prints at the end of the lesson.

AnswersCore:

– Answers are dependent upon data collected.

Extension:

any correct example such as mass, height

D2bTeacher

activity notesFingerprints

ICT Pupils collect and classify the fingerprints of the class using a spreadsheet. Core (Extension)They attempt to identify a mystery person.


1 4

5

Sheet 1 of 1

D2b


ActivityCore

No two people have exactly the same fingerprints, but there are four main types. This is because your fingerprint pattern is largely passed on from your parents. It is mostly an inherited feature.

You are going to analyse fingerprints from your class.

Obtaining evidence1 Roll your index finger on an ink pad.2 Press your finger onto a piece of white paper. Write your name on the paper.3 Wash your hands.

Considering the evidence4 Complete the spreadsheet to classify

the fingerprints from your class.5 The computer will produce a bar

chart of your results.

Which is the most frequent type of fingerprint? This is called the mode.Which is the least frequent type of fingerprint?

Evaluating6 You now have the job of detective. Your teacher will give you a mystery fingerprint.

Does the mystery fingerprint match up with one from your class?Have you got enough information to identify the mystery person?

Your fingerprint pattern is partly inherited, but it is also affected by your diet and other environmental factors.

Suggest another feature affected by both inheritance and environment.

Fingerprints

arch loop whorl composite

A B C D E

1 snrettaPtnirpregniF

2 1rebmunaretne,nrettaptahtsahregnifxedniruoyfI

3 nrettaPtnirpregniF

4 emaN hcrA pooL lrohW etisopmoC

5 nnA

6 nhoJ

7 taP

8

1

1

12

3

4

5

1

�Extension


Running the activityWith some classes you might want to restrict access to some of the living things,such as putting them inside a sealed cage or tank to be observed.

Stress to pupils that they must consider the welfare of the organisms they arehandling. This applies as much to worms as it does to cute little furry things.

Core: Pupils observe living things and pictures, and note down as manydifferences as possible using the samples they are provided with. They then matchthe characteristics to group their given organisms as plants, animals, fungi ormicroorganisms. Focusing on the animals, they go on to suggest ways tosubdivide this group further.

Help: Pupils group the sample living things into plants, animals and fungi byfollowing simple suggestions. They write the organism names in the tableprovided.

Other relevant materialAny video or photographic material showing microorganisms would be useful toallow the opportunity to familiarise pupils with this group.

Expected outcomesCore: Pupils should understand that living things can be divided into animals,plants, fungi and microorganisms.

Help: Pupils divide living things into animals, plants and fungi.

PitfallsYou may have to limit the time for each part of the activity, or pupils may spendthe whole session observing differences.

Safety notesLive specimens must be handled with care. Pupils should wash their hands withsoap and hot water both before and after handling organisms. Remind pupils notto eat any of the exhibits. Many toadstools are poisonous.

AnswersCore:

Microorganisms are too small to see without a microscope.

, (individual answers depending on organisms available)

Help: Missing words are as follows:

plant, animals, fungi

D3aTeacher

activity notesSorting living things

Practical Pupils sort out a selection of living things and pictures of living organisms into animals, Core, Helpplants, fungi and microorganisms.


3

1

2

1


Other relevant materialAny video or photographic material showing microorganisms would be useful toallow the opportunity to familiarise pupils with this group.

EquipmentFor each group:

● a selection of pictures and real living things

It is important that the group contains several green plants or parts of plants;some mushrooms, toadstools or other fungi; and a variety of vertebrates andinvertebrates. All organisms should be labelled with their names.

For your informationRunning the activityWith some classes you might want to restrict access to some of the living things,such as putting them inside a sealed cage or tank to be observed.

Stress to pupils that they must consider the welfare of the organisms they arehandling. This applies as much to worms as it does to cute little furry things.

Core: Pupils observe living things and pictures, and note down as manydifferences as possible using the samples they are provided with. They then matchthe characteristics to group their given organisms as plants, animals, fungi ormicroorganisms. Focusing on the animals, they go on to suggest ways tosubdivide this group further.

Help: Pupils group the sample living things into plants, animals and fungi byfollowing simple suggestions. They write the organism names in the tableprovided.

Expected outcomesCore: Pupils should understand that living things can be divided into animals,plants, fungi and microorganisms.

Help: Pupils divide living things into animals, plants and fungi.

PitfallsYou may have to limit the time for each part of the activity, or pupils may spendthe whole session observing differences.

Safety notesLive specimens must be handled with care. Pupils should wash their hands withsoap and hot water both before and after handling organisms. Remind pupils notto eat any of the exhibits. Many toadstools are poisonous.

D3aTechnician

activity notesSorting living things

Practical Pupils sort out a selection of living things and pictures of living organisms into animals, Core, Helpplants, fungi and microorganisms.


Sheet 1 of 1

D3a


ActivityCore

In this activity you are going to look at a range of living thingsand suggest ways of grouping them using similar features.

1 Look at the living things in front of you. You have some realliving things and some pictures.

2 Write down ways in which they are different from each other.Think of as many ways as you can, such as colour, size, does ithave fur?

3 Wash your hands.4 Look at the four groups of living thing described below.

5 Now look at your own living things and decide which groupeach belongs to.

Why are you unlikely to have any living things to put in themicroorganisms group?Could you divide your groups up any further? If so, how?By looking at the animals, think of at least three other featuresthat could be used to divide them into groups. For each one:a write down the featureb write down the members of the group that have the featurec write down the members of the group that do not have the

feature.

Sorting living things

Handle livingthings with


!

Animal

Eats food tostay alive.

Moves around.

Plant

Makes it ownfood.

Does not movearound.

Are usually green.

Fungus

Are not green.

Take up rottingmaterial through

their surface.

Do not movearound.

Microorganism

Too small to seewithout a very

good microscope.

2

3

1

Sheet 1 of 1

D3a


ActivityHelp

In this activity you are going to look at a range of living thingsand suggest ways of grouping them using similar features.

1 Look at the living things in front of you. You have some realliving things and some pictures.

2 Pick out all the green things and put them in a group calledplants. Write them in the table below.

3 Pick out anything that eats and is able to move (walk, swim, flyor wriggle), and write them in the group called animals.

4 Write anything else into the group called fungi.

5 Wash your hands.

Complete the sentences using the words below.

All living things can be sorted into groups. Members of each

group share some features. Any living thing that is green and

generally stays in one place is a ................................ . The ................................

have to eat to stay alive and are able to move around.

................................ are generally found growing on dead wood or

decomposing materials because they cannot make their own

food like plants, nor can they eat like animals.

Sorting living things

Handle livingthings with


!

Plants Animals Fungi

plant animals fungi

1


Running the activityIf you do not have a school pond, advance planning is necessary. You could do thewhole activity using the diagram and provide pupils with a bucket of pond water forthe microscope activity. Alternatively, you could use the Resource sheets alone.

Core: Pupils are prompted to draw their own tables for recording their observations.

Help: Pupils write down their observations in the tables provided.

Other relevant materialResource sheets D3b 1 and 2 show pictures of plants and animals pupils are likely tofind. Resource sheet D3b 3 shows a pond environment

Skill sheet 1: Using a microscope

ICT opportunitiesThe CD-ROM Riverside Explorer produced by Environment Agency shows someexamples of organisms and water habitats. This CD-ROM was supplied free to allschools in 2000. Further copies are available from The Advisory Unit on IT inSchools on 01707 266714, or The Advisory Unit on IT in Schools, 126 Great NorthRoad, Hatfield, Herts., AL9 5JZ.

Expected outcomesResults should reveal more invertebrates than vertebrates. Pupils will have theopportunity to reinforce their ideas about the major taxonomic groups.

PitfallsIf you are using pond water, check that the pond contains adequate livestock beforethe lesson. Seasonal variations and the small size of many school ponds can lead tounpredictable results.

Be prepared to explain that although pond water is full of microorganisms, it isunlikely that school microscopes will provide much evidence of most of them.

Safety notesRefer to school and LEA policy and ensure parental consent, adequate supervision,etc. if the pond is away from the school site.

Remind pupils not to pick plants and to take care of living specimens, which will allbe returned to the pond after the activity.

Disposable plastic gloves should be worn and all broken skin covered by waterproofplasters. Hands must be washed after the activity. If the location is remote, take asupply of ‘wet wipes’ to use instead.

Pupils should take care with microscopes and slides. They should not use sunlight toilluminate microscopes.

AnswersCore:

– (individual answers depending on the organisms observed)

Vertebrates feed on invertebrates, so each vertebrate will need a lot of invertebratesto feed on. (Vertebrates are also likely to be better at avoiding capture.)

Help: Missing words are as follows:

invertebrates, invertebrates, vertebrates, vertebrates, invertebrates

D3bTeacher

activity notesPond survey

Practical Pupils visit a pond to make observations and collect samples of pond water for Core, Helpmicroscopic analysis and classification back in the laboratory. Resource 1–3


3

1 2

1


Other relevant materialResource sheets D3b 1 and 2 show pictures of plants and animals pupils are likelyto find. Resource sheet D3b 3 shows a pond environment

Skill sheet 1: Using a microscope.

EquipmentFor each group:

● a microscope● cavity slides● coverslips● specimen tubes● dropping pipettes● plastic gloves● containers with string for pond dipping● reference books and keys to identify organisms● nets (optional).

For your informationRunning the activityIf you do not have a school pond, advance planning is necessary. You could do thewhole activity using the diagram and provide pupils with a bucket of pond waterfor the microscope activity. Alternatively, you could use the Resource sheets alone.

Core: Pupils are prompted to draw their own tables for recording their observations.

Help: Pupils write down their observations in the tables provided.

Expected outcomesResults should reveal more invertebrates than vertebrates. Pupils will have theopportunity to reinforce their ideas about the major taxonomic groups.

PitfallsIf you are using pond water, check that the pond contains adequate livestockbefore the lesson. Seasonal variations and the small size of many school pondscan lead to unpredictable results.

Be prepared to explain that although pond water is full of microorganisms, it isunlikely that school microscopes will provide much evidence of most of them.

Safety notesRefer to school and LEA policy and ensure parental consent, adequate supervision,etc. if the pond is away from the school site.

Remind pupils not to pick plants and to take care of living specimens, which willall be returned to the pond after the activity.

Disposable plastic gloves should be worn and all broken skin covered bywaterproof plasters. Hands must be washed after the activity. If the location isremote, take a supply of ‘wet wipes’ to use instead.

Pupils should take care with microscopes and slides. They should not use sunlightto illuminate microscopes.

D3bTechnician

activity notesPond survey

Practical Pupils visit a pond to make observations and collect samples of pond water for Core, Helpmicroscopic analysis and classification back in the laboratory. Resource 1–3


Sheet 1 of 1

D3b


ActivityCore

In and around a pond you will find many examples of plants, animals, fungi and microorganisms. You are going to visit a pond to look for living things.

You will bring back samples of pond water to look at under the microscope. You will not be able to see the microorganisms because they are only visible with more powerful microscopes.

Obtaining evidence1 Draw all the living things you see in and around the pond.2 Bring back a sample of pond water in a sample bottle.3 Back in the lab, look at a drop of pond water under the microscope.4 Draw all the living things that you can see.5 Wash your hands.

Considering the evidence6 Sort the living things you have drawn into plants, animals and fungi.7 Find out the names of all the living things. Record your results in a table.8 Sort the animals into invertebrates and vertebrates. (Hint: you will need a second table.)

The picture shows a number of vertebrates living in and around the pond. How many types of vertebrate did you find at your pond?How many types of invertebrate did you find at your pond?Suggest why you are likely to have found more invertebrates than vertebrates. (Hint: think back to your work on food chains.)

Pond survey

Take care withmicroscopes

and slides. Never usea microscope wherethe Sun’s rays couldreflect off the mirror.

Wear plastic gloves tohandle pond plants.Do not pick theplants.Handle all livingthings carefully.Wash your handsbefore andafterwards.

Cover any small cutswith a waterproofplaster before visitingthe pond.

!

2

3

1

Sheet 1 of 1

D3b


ActivityHelp

In and around a pond you will find many examples of plants, animals, fungi and microorganisms. You are going to visit a pond to look for living things.

You will bring back samples of pond water to look at under the microscope.

Obtaining evidence1 Draw all the living things you see in and around the pond.2 Bring back a sample of pond water in the sample bottle.3 Back in the lab, look at a drop of pond water under the microscope.4 Draw all of the living things that you can see.5 Wash your hands.

Considering the evidence6 Sort the living things you have drawn into plants, animals and fungi.7 Find out the names of all the living things and record them in this table.

8 Sort the animals into invertebrates (no backbone) and vertebrates(backbone). Write their names in the table below.

Complete these sentences using the words invertebrates and vertebrates

The group that had the most living things in it was the ...................................... .

There are more ...................................... than ...................................... in the pond because

...................................... feed on ...................................... .

Pond survey

Take care withmicroscopes

and slides. Never usea microscope wherethe Sun’s rays couldreflect off the mirror.

Wear plastic glovesto handle pondplants.Do not pick theplants.Handle all livingthings carefully.Wash your handsbefore andafterwards.Cover any small cutswith a waterproofplaster beforevisiting the pond.

!

Plants Animals Fungi

Invertebrates Vertebrates

1

Sheet 1 of 1

D3b


ActivityResource 1

Invertebrates(not drawn to scale)

Pond survey

waterboatman

pond snail

freshwater shrimp

pond skaterwater beetle

springtaildragonfly lava

water spider

mayfly

mayfly lava

water louse

dragonfly

mosquito larva

daphnia(water flea) mite

cyclops

Microscopic invertebrates(not drawn to scale)

bloodworm

Microscopic invertebrates

Sheet 1 of 1

D3b


ActivityResource 2

Vertebrates(not drawn to scale)

Pond survey

Vertebrates(not drawn to scale)

Plants(not drawn to scale)

common frog and tadpole

stickleback

common newt

Elodea (Canadian pondweed) water crowfoot

duckweed

Plants(not drawn to scale)

Sheet 1 of 1

D3b


ActivityResource 3Pond survey

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Running the activityPupils work in pairs or groups. They use observable differences to sort a variety ofanimal pictures into the five vertebrate groups. They copy out the branchingdiagram and stick the animals in the appropriate space on the diagram to form aposter.


● Resource sheet D4a● scissors● A3 plain paper● glue or paste.

Answershairy skin

wings

fish

amphibians

feathers

mammals

reptiles

D4aTeacher

activity notesAll backbone

Paper Pupils cut out and sort pictures of vertebrates into the five vertebrate groups. CoreThey then stick them onto a poster. Resource


3

12

4

5

67

Sheet 1 of 1

D4a


ActivityCore

You are going to look at how to divide vertebrates into smaller groups.

1 Collect a sheet of A3 paper.2 Make a large copy of the diagram below on your paper.3 Cut out the pictures of animals from the Resource sheet. Sort them into

the following groups:

4 Stick the animals into the correct box on your branching diagram.

What sort of body covering do mammals have (even us!)?Which part of its body does a bird use most for movement?Which group of animals are covered in scales and live in water?Which group of animals spend part of their lives on land but have togo back to the water to reproduce?What sort of body covering do birds have?Which group of animals produce live babies and feed them on milk?Which group of animals have a scaly, dry skin and live mainly on land?

All backbone

fish birds mammals amphibians reptiles

Vertebrates Invertebrates

mammals reptiles

birds amphibians

fish

2

3

4

5

6

7

1

Sheet 1 of 1

D4a


ActivityResourceAll backbone


Running the activityPupils work in (ideally mixed-ability) groups of four or six. There is scope forpupils to use and develop interpersonal and linguistic skills through discussionand kinaesthetic skills through mime and acting. This activity could be used forrevision.


● a dice● a counter for each pupil● Resource sheets D4b 1–3.

You may wish to make enlarged laminated re-usable copies of the Resource sheets.

PitfallsPupils may become rather noisy as they carry out the forfeits. If preferred, the Canyou? tasks can be replaced with quieter activities.

D4bTeacher

activity notesThe vertebrate game

Discussion Pupils play a board game to gain familiarity with the characteristics of the Corevertebrate groups. Resource 1–3


Sheet 1 of 1

D4b


ActivityCore

You are going to play a board game that tests what you knowabout the five groups of vertebrates. Watch out for forfeits!

The rules1 Four or six people can play.2 Each player needs a counter and a score card.3 You must throw a six to start.4 If you land on a Q one of the other players must take a Q card

from the top of the pile, ask you the question and put the cardback at the bottom.If you get the question right, tick the box on your score card. Ifyou get the same question more than once it does not count.

5 If you land on Can you? you must play the forfeit on the card. Ifthe other players are happy with how you do it, tick the box onyour score card.

6 The first player to score 10 or the player with the highest score atthe end of the game is the winner.

The vertebrate game

SCORE CARDQ Can you?

Mammal .............. Mammal ..............

Bird .............. Bird ..............

Reptile .............. Reptile ..............

Amphibian .............. Amphibian ..............

Fish .............. Fish ..............


Mammal .............. Mammal ..............

Bird .............. Bird ..............

Reptile .............. Reptile ..............


Fish .............. Fish ..............


Mammal .............. Mammal ..............

Bird .............. Bird ..............

Reptile .............. Reptile ..............


Fish .............. Fish ..............


Mammal .............. Mammal ..............

Bird .............. Bird ..............

Reptile .............. Reptile ..............


Fish .............. Fish ..............

�

Sheet 1 of 1

D4b


ActivityResource 1The vertebrate game

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Sheet 1 of 1

D4b



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Running the activityPupils work in pairs or groups. They use a dichotomous classification key to sort avariety of animal pictures into the seven invertebrate groups. They copy a tableand stick the animal pictures in the appropriate spaces to classify theinvertebrates. They then look more closely at the arthropods and furthersubdivide this group into insects, spiders, centipedes/millipedes and crustaceans.


● Resource sheets D5a 1 and 2● scissors● A3 plain paper● glue or paste.

D5aTeacher

activity notesMake no bones about it

Paper Pupils cut out and sort pictures of invertebrates into further invertebrate groups. CoreThey look at the subdivision of arthropods into four smaller groups. These are then Resource 1, 2stuck onto tables.


Sheet 1 of 1

D5a


ActivityCore

In this activity you are going to sort some pictures ofinvertebrates into further groups.

1 Cut out the pictures of animals on Resource sheet 1.2 Collect a sheet of A3 paper. Draw a large table on it with these

headings.

3 Use the key on Resource sheet 2 to identify each animal picture.Stick them down in the correct part of your table. Do not stickdown the arthropods yet.

The arthropods are such a big group that they are divided into foursmaller groups.

4 Now draw a big table with the headings below.

5 Look at your pictures of arthropods and decide:a which have six legs? Stick these under insects.b which have eight legs? Stick these under spiders.c which have lots of legs and a segmented body? Stick these

under centipedes and millipedes.d which have quite a lot of legs and a soft body? The body may

be covered by a hard shell. Stick these under crustaceans.6 Choose one of these groups and find out more about one of

them using the internet. Search for information using key wordssuch as spider, tarantula, black widow, funnelweb. Focus on thefeatures each member of the group have in common.

Make no bones about it

Arthropods Jellyfish Starfish Flatworm Roundworm Segmented Molluscworm

Insects Spiders Centipedes and Crustaceansmillipedes

Sheet 1 of 1

D5a


ActivityResource 1Make no bones about it

Sheet 1 of 1

D5a


ActivityResource 2Make no bones about it

Do they have legs?

No Yes

Arthropods

INVERTEBRATES

Do the have a starshaped body?

No Yes

StarfishIs the body like jelly?

No Yes

JellyfishIs the body softand flattened?

No Yes

FlatwormsIs the body soft, thinand round without rings?

No Yes

RoundwormsIs the body softand ringed?

No Yes

Segmentedworms

Is the body soft andmuscular with a foot?

It may also have a shell

Yes

Molluscs


Running the activityGive each pair or group a set of 20 cards, all from a particular Resource sheet. Thecards from different Resource sheets should not be mixed up. Pupils make a tableto count the numbers of cards with particular features, and decide on a conclusionfrom their sample. Each group presents the conclusion from their sample.

The teacher then puts all the cards together so that pupils can draw conclusionsfrom the whole population. They see show how different the conclusion can befrom a large sample compared with several small samples.

The activity will work best with as many groups of pupils as possible.

Other relevant materialFor each pair or group:

● one of Resource sheets D6a 1–5● scissors.

If the cards are kept for re-use, each set should be kept separate as identified bythe small numbers on the cards.

PitfallsThis is a slightly abstract activity as it studies cards rather than a particularspecies. This should not be a problem if the scene is well set before hand.

Answers Possible conclusions:

Resource sheet 1: 50% are red; 50% are orange; 50% have no spots; all red cardshave no spots.

Resource sheet 2: 80% are red; 20% are blue; 80% have spots; all red cards havespots.

Resource sheet 3: 70% are red; 30% are blue; some red cards have spots and somedo not.

Resource sheet 4: 50% are red; 50% are yellow; 50% have spots; all red cards havespots.

Resource sheet 5: 50% are red; 50% are green; 50% have spots; all red cards havespots.

Whole population: 60% are red; 40% are other colours (10% orange, 10% blue,10% yellow, 10% green); of the red cards, twice as many have spots as have nospots.

, Answers depend on the data individual groups have.

Because the samples are different.

no

yes

The whole-class one, because it has the largest sample size.

D6aTeacher

activity notesSampling

Discussion Pupils deduce conclusions from a sample. They then analyse the whole population and Corecompare the conclusion from their sample to the one from the whole population. Resource 1–5


31 2

45

6

Sheet 1 of 1

D6a


ActivityCore

You are going to analyse a sample of 20 specimens of a species.

Obtaining evidence1 Look at your 20 cards and decide what features you can identify in them.

For example, look at the colours or the shapes. Draw a table with thefeatures as the headings. An example is shown below.

2 Record the number of cards with each feature in your table using tally marks.

Considering the evidence3 Now decide what your data shows about your sample. Discuss what

conclusions you could make from your data. Here are some examples.

4 Your teacher will ask all the groups to present their data and theirconclusions.

Do any of the other conclusions match your conclusion?Are any of the other conclusions different from yours?Why do you think some of the conclusions are different?

5 Now your teacher will combine the data from all the groups and present aconclusion for this data.

Do any group conclusions match with the one for the complete data?Are any group conclusions different from the one for the complete data?Which conclusion do you think is most reliable for the species? Explain youranswer.

Sampling

Purple Blue with triangles

Purple Blue with triangles

Thecards are all

red.

Half thecards are red

and half of themare blue.

Allgreen cards

have triangles.

2

3

4

5

6

1

Sheet 1 of 1

D6a


ActivityResource 1Sampling

red, no spots1

orange1

red, no spots1

orange1

red, no spots1

orange1

red, no spots1

orange1

red, no spots1

orange1

red, no spots1

orange1

red, no spots1

orange1

red, no spots1

orange1

red, no spots1

orange1

red, no spots1

orange1

�

�

Sheet 1 of 1

D6a



red with spots2

red with spots2

red with spots2

red with spots2

red with spots2

red with spots2

red with spots2

red with spots2

red with spots2

red with spots2

red with spots2

red with spots2

red with spots2

blue2

red with spots2

blue2

red with spots2

blue2

red with spots2

blue2

�

�

Sheet 1 of 1

D6a



red, no spots3

red with spots3

red, no spots3

red with spots3

red, no spots3

red with spots3

red, no spots3

red with spots3

red, no spots3

blue3

red, no spots3

blue3

red, no spots3

blue3

red, no spots3

blue3

red, no spots3

blue3

red, no spots3

blue3

�

�

Sheet 1 of 1

D6a



red with spots4

yellow4

red with spots4

yellow4

red with spots4

yellow4

red with spots4

yellow4

red with spots4

yellow4

red with spots4

yellow4

red with spots4

yellow4

red with spots4

yellow4

red with spots4

yellow4

red with spots4

yellow4

�

�

Sheet 1 of 1

D6a



red with spots5

green5

red with spots5

green5

red with spots5

green5

red with spots5

green5

red with spots5

green5

red with spots5

green5

red with spots5

green5

red with spots5

green5

red with spots5

green5

red with spots5

green5

�

�

D1


PlenariesAll the same?

Sheet 1 of 1

Review learning● Pupils look at pairs of living things and decide which

pairs are two different species, or two individuals withinthe same species.

● This could be done with mini-whiteboards so eachstudent then chooses their response and after a count ofthree all the class display their response. Scan responsesand ask individuals to justify the response they chose.

Sharing responses● Ask individual pupils to suggest a maximum of three

questions they could/would like to ask/find out about ananimal or bird, e.g. an owl. Summarise pupil questionson the board.

● Then ask the class where they might look for information,e.g. someone else in the class, look it up in a book, searchthe Internet, carry out an investigation or experiment.

● The class then considers the questions (right) about whatkind of information different audiences might need.

Group feedback● Pupils work in pairs and list similarities and differences

between a frog and a toad. Ask individual pairs to sharetheir list of similarities or differences. Other pairs areasked to comment in terms of which observations theyalso have and any further ones. Summarise the pointsmade for the whole class to see.

Word game● Pupils work in pairs and place all the cards face down.

They take it in turns to turn over two cards and look atthem before returning them to face down. They need toremember where they are so that they can turn up a pairof a word and its definition together later. The personwith the most correct pairs wins.

Looking ahead● The questions can be set for individuals to consider and

suggest answers to. They then share responses with otherpupils. Make it clear they may not know the answer andneed to suggest their ideas and predictions.

● Suggestions can be summarised and recorded in pupils’books to reconsider after further lessons.

● Depending on the nature of the class specific examplesfor pairs of pupils to discuss could be offered, e.g. lion,butterfly, human, spider, and whale.

Review learning Sharing responses Group feedback Word game Looking ahead

Suggested alternative plenary activities (5–10 minutes)

Pupils play spot thespecies.

Pupils discuss howinformation about aspecies would bepresented in various waysdepending on theintended audience.

In pairs, pupils discussevidence and conclusionsfrom Activity D1a.

Pelmanism game withwords and definitions.

Pupils suggest whatfeatures they expect to varyin any given species andwhat features they wouldnot expect to vary.

➔ Pupil sheet

PairsDandelion (Taraxacum officinale) andbristly ox-tongue (Picris echioides)Old oak tree and young oak treeDolphin and basking sharkCentipede and millipedeTerrapin and tortoiseCaterpillar and adult moth of same species

QuestionsWhat information would an animalbiologist be interested in? Why?

What information would a walker beinterested in? Why?

What information would a farmer beinterested in? Why?

What information would a writer need orwant to give to the reader of their storyinvolving owls? Why?

➔ Pupil sheet

QuestionsWhat features would you expect to varyin any given species?

What features would you expect not tovary?


Review learningDecide which pairs are two different species and which are individuals within the same species.

D1 PlenariesAll the same?

Pair A

Pair B

Pair C

Pair D

Pair E

Pair F (challenge)


Word gameWorking with your partner, place all the cards face down.Take it in turns to turn over two cards and look at them beforeturning them face down again.Remember where the cards are so that you can turn up a pair ofcards with a word and its definition together later.The person with the most correct pairs wins.

D1 PlenariesAll the same?

�

�Species

Variation

Inherited

Green plant

Animal

Feature

A particular type ofanimal or plant

This describes the differencesbetween members of the

same species

Features or characteristicsthat can be passed on from

parents to offspring

An organism that producesits own food using sunlight

A living thing that needs toobtain its food by eating

another living thing

Special parts that a livingthing has or does to make it

a species

D1


PlenariesInvestigate: Do tall peoplehave big feet?

Sheet 1 of 1

Review learning● Pupils identify the variables in the investigation.

● Pupils say what values they chose for the things theywere going to keep the same and for independentvariables.

● Pupils discuss choice of sample size.

Group feedback● Pupils review their own data and use it to suggest a

response to the question. Each pair/group who havecarried out the activity now compare their data withdata from other groups.

● Pupils decide whose data is the most reliable and why.

● Pupils suggest what they would expect if they doubledtheir sample size.

Analysing● Pupils use their data to make suggestions as to what

height and foot length they might expect for pupils inother schools or classes in their age group

● Discuss what they might expect if the exercise isrepeated in Year 9, Year 11 and Year 13 with exactly thesame pupils in the sample. Pupils could sketch anoutline graph.

● Discuss what they would need to do to verify theirsuggestions/predictions. Does the secondary datasupport their suggestions?

Evaluating● Pupils decide if they have sufficient evidence to link

foot length with height. Discuss how they know if it issufficient or not. Discuss how the data may change orstay the same if additional data is entered.

● Add additional data to the spreadsheet from anothergroup and compare it with their original data.

Review learning Group feedback Analysing Evaluating


Teacher-led review of planningprocedure.

Pupils review their data andsuggest an answer to theinvestigation question.

Teacher-led discussion of what thedata collected can be used tosuggest.

Teacher-led look at how strong thecorrelation is and if there isenough evidence.

D2


PlenariesDifferences count

Sheet 1 of 1

Review learning● Ask each pupil to write down three factors that they think

can lead to variation in a given species, e.g. humans.● In pairs, pupils share their lists and challenge each other’s

ideas if necessary and produce a combined list.● Pairs then make groups of four and refine their lists.● Take suggestions from groups and summarise on the board.● Ask the class ‘‘Do these factors apply to all other species?’’● Pupils can challenge any suggestions but must give

evidence to justify their challenge.

Sharing responses● Pupils say if they think their data suggests a connection

between shade and leaf size.● Pupils describe what the relationship might be.● Compare data from the groups. Ask if their data is

identical. No, but they will probably agree there is aconnection. Ask why this is.

● What suggestions would they give to another class thatwould help them to carry out the same investigation?

Group feedback● Ask each group to suggest whom they think the mystery

fingerprint belongs to and list the evidence for theirchoice. Use the questions to prompt discussion.

● Summarise the strategy/procedure they used to obtain afingerprint as a flow chart.

● Identify any point in the process where errors may occurand discuss what can be done to reduce these errors.

Word game● Read out a series of statements. For each statement every

pupil chooses a response from: Inherited, Environmental,Adaptation. After a count of three all students show theirresponse. Scan responses and challenge pupils to justifytheir response.

Looking ahead● Introduce pupils to Joseph Banks, Peter Funch and

Reinhardt Møbjerg Kristensen.● Pupils discuss how they think these scientists were able to

establish that the specimens they had were different fromother plants or animals by answering the questions.



Pupils consider possiblecauses of variations withina species.

Whole-class discussions ofinterpretations of data inActivity D2a.

In groups, discuss who themystery fingerprint fromActivity D2b belongs to.

Game about adaptations. Pupils suggest how theythink explorers went aboutdeciding what was a species.

QuestionsCan they narrow it down to one person ormerely a group of individuals?

Are they 100% certain about the match?

What other evidence might be useful?

Are fingerprints the only evidence that thejury uses to make a decision in court cases?

➔ Pupil sheet

➔ Teacher sheet

➔ Pupil sheet

QuestionsWhat tools/equipment would have beenuseful to them?

Would Joseph have been able to use thesame resources as Peter and Reinhardt?

What observations would have beenuseful to record?

How long would they have needed tocarry out their observations for?


Word game

D2 PlenariesDifferences count

Inherited Environmental Adaptation







�

�

D2


PlenariesDifferences count

Sheet 1 of 1

Word gameRead out the statements in any order.

Statements

Inherited

● Sarah has blue eyes.

● Samshul has straight hair.

● Charlotte cannot roll her tongue.

Environmental

● The puppies from the same litter went to differenthomes at six weeks. Six months later the weight of thepuppies varied between 500 g and 1 kg.

● The leaves at the bottom of a tree in the woodland aresmaller than those at the top of the tree.

Adaptations

● Polar bears have small ears.

● Swallows migrate during the winter here to Africa.

● A dormouse sleeps through the winter months.


Looking ahead

Joseph Banks (1743–1820)

Joseph was born in London and was very wealthy. Hewas very interested in plants and studied everythingthat he could about them.

His biggest adventure was to accompany Captain JamesCook to Australia on the ship Endeavour in 1768. Therehe collected many plant and animal specimens to bringback home. He astonished Captain Cook by collectingover 3000 plant specimens in just six days when theyvisited Australia. Amongst these were specimens from200 species new to us in England. Captain Cookrenamed the area Botany Bay as a reminder.

When they returned to England, Joseph carried on hiswork of collecting, identifying and classifying plantspecies at the Royal Botanic gardens at Kew. The workof Joseph Banks is not finished and scientists continue todiscover new species of plants and animals even now.

Peter Funch (1965–) and Reinhardt Møbjerg Kristensen (1948–)

Just before Christmas 1995, these Danish marinebiologists discovered a new species of tiny animal just350 micrometres long while studying lobsters. It wasdiscovered on the lips of a common Norway lobster. Itwas so unusual that it could not be classified into any ofthe existing groups, and a new group was made. Thetiny animal has been called Symbion pandora.

D2 PlenariesDifferences count

D3


PlenariesSorting living things

Sheet 1 of 1

Review learningPupils work in pairs to summarise in a sentence adefinition for the key word classification.

Sharing responses● Pupils discuss whether they found it easy or difficult to

group the organisms.

Group feedback● Pupils suggest which features they found it useful to

concentrate on when classifying living things.

Word game● Cut up the cards and divide them out, face down,

between pairs of pupils.

● Without showing their partner, pupils take turns toread from their cards. They read out the heading(plant/animal/microorganism/fungus) and thedescription (but not the answer!).

● Partners deduce the name of the animal from theinformation they have heard. Depending on the class,provide a list of possible answers on the board forpupils to select from. Pupils could say what keyinformation they used to make their choice.

● Ask pupils to say if the card shows a plant, animal,microorganism or fungus.

Looking ahead● The questions can be set for individuals to consider and

suggest answers to. They then share responses withother students. Make it clear they may not know theanswer and need to suggest their ideas and makehypotheses.

● Suggestions from the class can be summarised andrecorded in the pupils’ books to then reconsider afterfurther lessons. You could provide information as aconclusion.



Pupils produce owndefinition forclassification.

Whole-class discussion ofwhat pupils found out inActivity D3a.

Pupils suggest what theydecided to use to classifyliving things in ActivityD3b.

Guess the animal from thedescription.

Pupils suggest how manyliving things exist in theworld and whether it isuseful to know.

➔ Pupil sheet

QuestionsHow many species of living things do youthink exist in the world?

Is it useful to know how many livingthings exist?

List of living things on cardsHedgehog, bacterium, cactus, rabbit,mushroom, common seal, badger.


Word game

D3 PlenariesSorting living things

AnimalI am strictly nocturnal. My home consists of an elaborate system of holes or tunnelsknown as sets. Members of my species usually give birth to two or three cubs at a time.I feed largely on earthworms and I grow to a length of about 85 cm.

Answer: Badger

AnimalI curl up into a tight ball and protect myself from the most determined fox with myspiny coat. I feed at night, searching especially for earthworms, slugs, snails and insects.I spend the day in a nest of leaves in woodland or in a hedgerow or garden. In winter Ihibernate. I grow to a length of about 25 cm. Answer: Hedgehog

AnimalI am considered an agricultural pest. We have litters of up to seven young, which wecan produce every 4 weeks. We can start breeding at an age of 3 or 4 months. I growto a length of about 45 cm.

Answer: Rabbit

AnimalI am found especially on sheltered coasts and in sandy bays and estuaries. I breed inearly summer and usually give birth on sandbanks during low tide to pups that areready to take to the water as the tide rises. My diet consists mainly of fish. I grow to alength of around 160 cm. Answer: Common seal

FungusI feed on the tissues of other plants or animals. I hide most of the time in the soil. WhenI do appear above the ground animals eat me. I produce millions of spores.

Answer: Mushroom

MicroorganismYou cannot see me without the use of a microscope. I am only one cell. I can be veryuseful to human beings because I can help turn milk into yoghurt.

Answer: Bacterium

PlantMy outer skin is protected by sharp spines. My skin is also hard and waxy. I hold a lot ofwater. I make my own food.

Answer: Cactus

�

D4


PlenariesMore animal groups

Sheet 1 of 1

Review learning● A pupil is provided with the identity of an animal from

one of the vertebrate groups (see list on right). Thepupil can only respond yes or no to questions.

● The first challenge is to establish which vertebrategroup the animal belongs to. Other pupils composequestions using the key characteristics associated witheach group. They can only ask ‘closed’ questions.

● The next challenge is to identify the species by pupilsdevising questions linked to diet, habitat and otherspecific features.

Sharing responses● Pupils display their completed branching diagrams.

They talk through the clues that they used todetermine where on the diagram to place theirvertebrates. They suggest which clues are the mostuseful to look for first.

● Discuss what advice they would offer another class tohelp them get started.

Group feedback● Pupils suggest any amendments or variations they

could make to the game.

● Ask each group to write one additional question to addto the cards.

Brainstorming● Pupils work in groups of five and each member

researches a specific vertebrate group. Each memberteams up with another member from a different groupwho is researching the same vertebrate group and theydecide what the key features are.

● They then bring back to their group information thatthe group uses to present a summary of the distinctivefeatures associated with each major vertebrate group.Pupils could use ICT, e.g. PowerPoint or an Inspirationspackage, to present their work.

Looking ahead● Pupils say what they know already about the distinctive

features of the invertebrate groups. Use the questions toprompt them.

Review learning Sharing responses Group feedback Brainstorming Looking ahead


Classify the mysteryvertebrate.


In groups, pupils feedbackon how the game went inActivity D4b.

Pupils decide what thedistinctive features are forthe five groups ofvertebrates.

Pupils suggest what theyknow already about thedistinctive features of theinvertebrate groups

Animalselephant, camel, whale, eagle, snake(challenge: duck-billed platypus)

Questions for Looking aheadWhat features are they likely to share withvertebrates?

Do they have feathers?

Do they have hair?

Do they lay eggs?

Do they give birth to live young?

Are they carnivores or herbivores?

Do they live longer than vertebrates?

Do they live in habitats that vertebratesoccupy?

D5


PlenariesNo bones about it

Sheet 1 of 1

Review learning● Give pupils the quick quiz.

● Then ask them to work in pairs to decide whether ornot the quiz has left out an important question and tosuggest additional questions.

Sharing responses● Pupils display their completed tables of organisms.

They talk through what clues they used to determinewhere on the table they placed their invertebrate. Theysuggest which clues are the most useful to look for first.

● Discuss what advice they would offer another class tohelp them get started.

Group feedback● In pairs, pupils list what features exist in the remains of

the trilobite shown in the pupil book. They then listwhich other invertebrate groups share similar features.They then describe one piece of further evidence thatwould be required to help them eliminate at least oneof these groups.

Word game● Pupils select nine words from the list to write into their

bingo grid.

● Read out definitions from the Teacher sheet in anyorder. Pupils match these to their chosen words. Thegame is over when a pupil can strike out a line.

● Pupils have to recall the definitions as they read outeach word back to the class to check their winning line.

Looking back● Pupils revise and consolidate knowledge from the unit.

They can use the Unit map, Pupil check list or the Testyourself questions.

Review learning Sharing responses Group feedback Word game Looking back


Check progress quiz aboutspecies, vertebrates andinvertebrates and theirsubgroups.


Pupils discuss thelimitations of the evidenceprovided to help themclassify a trilobite.

Check progress by playingbingo to reinforce keywords from the unit.

To revise and consolidateknowledge from the unit,use the Unit map, the Pupilchecklist, or the Testyourself.

➔ Pupil sheet

➔ Pupil sheet

➔ Teacher sheet

➔ Unit map

➔ Pupil check list

➔ Test yourself

Review learningAnswer the questions below in your book.

1 Give an example of a vertebrate group.

2 Which group would I belong to if I feed my young with milk?

3 I have eight legs but no backbone. What am I?

4 Name one feature of fish.

5 Name one feature of molluscs.

6 I am a whale. Which group do I belong to?

7 How would you classify a bumble bee?

Review learningAnswer the questions below in your book.

1 Give an example of a vertebrate group.

2 Which group would I belong to if I feed my young with milk?

3 I have eight legs but no backbone. What am I?

4 Name one feature of fish.

5 Name one feature of molluscs.

6 I am a whale. Which group do I belong to?

7 How would you classify a bumble bee?

D5 PlenariesNo bones about it


�




Word gameBingo!

Choose nine words from the list below and write them in the emptytable.

Cross out each word when you hear the teacher read out itsdefinition.

Shout ‘BINGO!’ when you have crossed out a line of three words onthe card.

The line can be across, down or diagonally.


mammal

vertebrate

fish

bird

reptile species

fungi

inherited variation

microorganismenvironmental

variationinvertebrate

reproduce

D5


PlenariesNo bones about it

Sheet 1 of 1

Word gameRead out the definitions below in any order.

1 You require feathers and wings to be a member of this group. [Bird]

2 This animal group feed their young with milk provided by mammary glands. [Mammal]

3 This animal group lay their eggs on land. [Reptile]

4 These require gills to obtain oxygen. [Fish]

5 These feed off decaying plant and animal tissues. [Fungi]

6 The ability to generate the next generation. [Reproduce]

7 It describes similar living things that can mate andreproduce fertile offspring. [Species]

8 This animal group remained undetected until the invention of the microscope. [Microorganism]

9 Any animal that possesses a backbone. [Vertebrate]

10 The opposite of a vertebrate. [Invertebrate]

11 Your eye colour is classed as an example of this.[Inherited variation]

12 Having pierced ears is classed as an example of this.[Environmental variation]

D6


PlenariesThe right size – Think about

Sheet 1 of 1

Group feedback● Discuss how different the conclusions can be from

samples of different sizes.

● Highlight how unrepresentative small samples can be.

Bridging to other topics● Discuss with pupils why it is important to look at

sample size and decide whether or not the sampleprovides enough information to draw conclusions.

● Discuss how sample size can influence the outcomes ofconsumer surveys and elections polls.

Group feedback Bridging to other topics

Pupils explain what they learnt from Discuss sample sizes and whether or not looking at different sample sizes in they provide enough information to draw Activity D6a. conclusions, e.g. when looking at

populations in a habitat.Other examples of sample size in real life are consumer surveys and election polls.


D1


SpecialsAll the same?

2 Look at the picture of a dog and a cat.

Write true or false for each sentence.

a Dogs and cats have different numbers of legs. .........................

b Dogs and cats are different species. .........................

c Dogs can mate with other dogs because they are the

same species. .........................

d Cats can mate with dogs. .........................

Sheet 1 of 2

1 Match the words to their descriptions.

variations

reproduce

species

If living things have enoughsimilar features, they belong

to the same …

These are differencesbetween living things.

Members of the samespecies can mate and …

D1


SpecialsAll the same? (continued)

3 Dogs all belong to the same species. Look at these pictures of dogs.

Sheet 2 of 2

Some ofthese words

may helpyou.

A

C

D

B

a What is different about dog A and dog B?

Dog A has .........................................................................................................................................................................

But dog B has ..............................................................................................................................................................

b What is the same about dog A and dog B?

Dog A and dog B both have .....................................................................................................................

.........................................................................................................................................................................................................

c What is different about dog C and dog D?

Dog C has ..........................................................................................................................................................................

But dog D has ...............................................................................................................................................................

nose

ears

tail

fur

patterned

spots big

small

long short

paws

hair style natural hair colour

fitness

thin

eye colour

skin colour

boy or girl

pierced earslanguage spoken

size of ear lobes

left or right handed

D2


SpecialsDifferences count

1 You inherit some features from your parents and thishelps to make you who you are. The way you arebrought up also has a lot to do with who you are.

Here is a list of features that a person has.

Sheet 1 of 2

a Which features has this girl inherited from herparents? Colour them in red.

b Which features depend on how she was broughtup? Colour them in blue.

c Can you think of any other features you inherit fromyour parents? Make a list here.

......................................................................................................................................................

......................................................................................................................................................

d Can you think of any other features that depend onhow you are brought up? Make a list here.

......................................................................................................................................................

......................................................................................................................................................

D2


SpecialsDifferences count (continued)

2 Here are some sentences about reproduction in animals. Use these words to fill in the gaps.

The male sex cell from the father is called a ............................................ .

The female sex cell from the mother is called an ............................................ .

Each sex cell contains ............................................ the instructionsneeded to make a new person.

Because every egg cell and sperm contains slightly ............................................

instructions, we look different from our parents.

3 Look at these features of plants and animals.

Circle the features that have been passed on in thesex cells. These are inherited features.

Sheet 2 of 2

fur colour

shape of leaves

length ofgrass

number of peasin pod length of

neck

colour offlowers

scar on leg

egg cell sperm halfdifferent

D3


SpecialsSorting living things

1 Use these words to fill in the gaps.

a We can put living things into .................................................. .

All of the living things in a group have .................................................. features.

b Each group can be sorted into .................................................. groups.

Sorting living things into groups is called .................................................. .

c There are four groups of living things called .................................................. ,

.................................................. , .................................................. and .................................................. .

2 Tick the living thing that has each feature.

Sheet 1 of 2

The first one is done for you.

Feature Animals Plants Microorganisms Fungi

eat plants or other animals ✓

make their ownfood

must move around

too tiny to seewithout amicroscope

green

feed on rottingmaterial

plantssimilar

sets

classification

groups

fungi animals

different

microorganisms

bigger

smaller

D3


SpecialsSorting living things (continued)

3 a Find these animals in the wordsearch.

blackbird cat

earwig flea

jellyfish ladybird

snail wasp

crab dog

fly frog

salmon slug

whale worm

Sheet 2 of 2

Circleeach wordthen tick it

off thelist.

b Underline the vertebrates in the list in red.

c Underline the invertebrates in yellow.

j b s n a i l f d

s e a r w i g r o

y e l a h w i o g

i x m l v b a o d

c k o c y w r s d

f r n d y f o i p

b l a c k b i r d

v l e b g u l s m

e y t a c y l f h

D4


SpecialsMore animal groups

1 Animals with backbones (vertebrates) can be dividedinto five groups.

Cut out these jigsaw pieces. Then match the group toits description. When you’re sure, stick them down.

Sheet 1 of 2

birds

mammals

amphibians

reptiles

fish

Have a scaly skin. Breathe air. Live mainly on land.Lay eggs on land.

Have a smooth moist skin. Breathe air. Live partly on land but lay eggs in water.

Have feathers and

wings. Lay hard shelled

eggs. Often look after

their young.

Have hairy skin. Babies

grow inside the mother’s

body. The mother makes

milk to feed them.

Live in water.

Have gills, fins

and scales.

D4


SpecialsMore animal groups (continued)

2 Use these words to fill in the gaps in the table.

Sheet 2 of 2

Animals with backbones.

Animals withoutbackbones.

Have feathers and wings.Lay hard shelled eggs.

Live in water. Have gills,scales and fins.

Hairy skin. Babies growinside mother’s body.The mother makes milkto feed them.

Scaly skin. Breathe air.Live and lay eggs on land.

Smooth, moist skin.Breathe air. Live partly onland but lay eggs in water.

Description Name of group

mammals

reptiles

fish vertebrates amphibians

birds invertebrates

D5


SpecialsNo bones about it

1 There are six groups of invertebrates without legs, andone group with legs.

Match the groups to their descriptions.

Sheet 1 of 2

Have a soft thinround body.

flatworms

roundworms

molluscsarthropods

segmented worms

jellyfishstarfish

Have a hard star-shaped body.

Have a soft muscular body

with one foot.

Most have a hard shell.

Have a softringed body.

Have a soft flatleaf-shaped body.

Have jointed legs and a

body made of sections.

Have a soft

jelly-like body.

D5


SpecialsNo bones about it (continued)

2 The group of arthropods can be split into four smallergroups: crustaceans, centipedes and millipedes, spidersand insects.

Write a description for each group below its picture.Use words from this list to help you.

Sheet 2 of 2

Crustaceans Centipedes and millipedes

Spiders Insects

Description Description

Description Description

Thefirst one isdone for

you.

6 legs hard shell

long thin body

lots of legs 2 body parts

wings

8 legs

3 body parts

lots of legs

D6


SpecialsThe right size

1 Tick the boxes to show the right answers.

a The Inuit people live close to the Arctic Circle.Here it is:

very hot

warm

cool

very cold.

b Inuit people have short, compact bodies.They have this body shape to help them:

keep cool

hide from polar bears

keep warm.

2 What kinds of things can have an effect on your bodyshape? Colour them in.

Sheet 1 of 2

exercise

food

body shape of parents

what the seasons arelike where you live

televisionprograms

illnessbody shape of friends

D6


SpecialsThe right size (continued)

3 Scientists measured the heights of 150 Inuit childrenaged 12 months. They compared these with theheights of 150 American children also aged 12months.

They could have measured the heights of just 10children. They measured 150 children because:

it made the scientists work harder

it gave a better idea of therange of the children’s heights

it took longer to do

it was not as accurate.

4 This graph shows the average heights of the Americanchildren and Inuit children at different ages.

a At birth (0 months old), there is a big /no differencein the height of the American and Inuit children.

b As they get older, the Inuit children growtaller / less tall than the American children.

Sheet 2 of 2

0 6 12 18 24 30 36Age in months

InuitsAmericans

Average height:

42 48 54 60

30

40

50

60

70

80

90

100

Heightin cm

Cross outthe wrong words.

Underline theright words.

D1 All the same?1 variations – These are differences between living

things.reproduce – Members of the same species canmate and ...species – If living things have enough similarfeatures, they belong to the same ...

2 a false b true c true d false3 a Correct differences, for example:

Dog A has long fur/small pointed ears/shorttail. But dog B has short fur/floppy ears/long thintail.

b Correct similarities, for example:Dog A and dog B both have four legs/two ears/two eyes/tail/nose.

c Correct differences, for example:Dog C has small ears/long tail. But dog D has very long ears/short tail.

D2 Differences count1 a natural hair colour, eye colour, size of ear

lobes, boy or girl, skin colour, left or righthanded

b language spoken, fitness, thin, pierced ears,hair style

c Any suitable inherited features.d Any suitable environmental factors.

2 sperm, egg cell, half, different3 Inherited features – fur colour, shape of leaves,

length of neck, number of peas in pod, lengthof grass, colour of flowers.

D3 Sorting living things1 a groups, similar b smaller, classification

b plants, animals, fungi, microorganisms – inany order

2

3 a

b Vertebrates – blackbird, cat, dog, frog,salmon, whale.

c Invertebrates – crab, earwig, flea, fly,jellyfish, ladybird, slug, snail, wasp, worm.

D4 More animal groups1 birds – Have feathers and wings. Lay hard

shelled eggs. Often look after their young.mammals – Have hairy skin. Babies grow insidethe mother’s body. The mother makes milk tofeed them.amphibians – Have a smooth moist skin.Breathe air. Live partly on land but lay eggs inwater.fish – Live in water. Have gills, fins and scales.reptiles – Have a scaly skin. Breathe air. Livemainly on land. Lay eggs on land.

2 Name of group, from top to bottom –vertebrates, invertebrates, birds, fish, mammals,reptiles, amphibians.

D5 No bones about it1 flatworms – Have a soft flat leaf shaped body.

arthropods – Have jointed legs and a body madeof sections.molluscs – Have a soft muscular body with onefoot. Most have a hard shell.roundworms – Have a soft thin round body.starfish – Have a hard star-shaped body.jellyfish – Have a soft jelly-like body.segmented worms – Have a soft ringed body.

2 Centipedes and millipedes – lots of legs, longthin body.Spiders – 8 legs, 2 body parts.Insects – 6 legs, wings, 3 body parts.

D6 The right size1 a very cold b keep warm2 food, what the seasons are like where you live,

exercise, body shape of parents3 it gave a better idea of the range of the

children’s heights4 a no difference b less tall

D Specials answersVariation and classification


Feature Animals Plants Microorganisms Fungi

eat plants or other animals

�

make theirown food

�

must movearound

�

too tiny to seewithout a �microscope

green �

feed on rottingmaterial

�

j b s n a i l f d

s e a r w i g r o

y e l a h w i o g

i x m l v b a o d

c k o c y w r s d

f r n d y f o i p

b l a c k b i r d

v l e b g u l s m

e y t a c y l f h

D1


HomeworkAll the same?

HELP1 The table below lists pairs of living things. Copy and complete the

table by adding one feature that is different and one feature that issimilar for each pair. The different and similar features must beones that you can see.

2 Look at the picture of three dogs.

a List four features that all three dogs have.

b List two ways in which a ‘normal’ poodle is different from a‘show’ poodle.

c List two ways in which a ‘normal’ poodle is different from aGreat Dane.

3 What does the word ‘variation’ mean?

Sheet 1 of 3

‘show’ poodle ‘normal’ poodle Great Dane

Living things Different features Similar features

dog and cat

chicken and parrot

frog and lizard

snail and crab

wasp and bee

D1


HomeworkAll the same? (continued)

CORE4 All dogs belong to the same species. Explain what is meant by the

term ‘species’.

5 The pictures opposite show a garden slug and a garden snail.

a Which features suggest that slugs and snails are members of thesame species?

b Which features suggest that slugs and snails are two differentspecies?

c What information would you need in order to say whether slugsand snails are the same species or not?

6 The pictures below show five types of bird. Similar types can begrouped into a family. For example, herring gulls and black-headed gulls all belong to the gull family because each one is adifferent species of gull.

Look at the pictures carefully. Three of them are members of thethrush family.

a How many different bird families do you think are representedin the five pictures?

b If A is a song thrush, which other two pictures do you think arealso members of the thrush family?

c Explain why you think these three birds are all types of thrush.

d Describe two differences between these three birds that showthey are not all the same type of thrush.

Sheet 2 of 3

D1


HomeworkAll the same? (continued)

EXTENSION7 If someone asked what your eyes were like, you might say

brown, or blue, or green. Eye colour is a feature that showsdiscontinuous variation – it can have one of several distinctpossibilities. Features that show discontinuous variation are usually(but not always) inherited.

If someone asked you about your height, you would probably givethem a measurement in metres. Height is a feature that showscontinuous variation – it can have any value within a range,from the shortest person to the tallest. Features that showcontinuous variation are usually affected by the surroundings.

a Do the following features in labrador retrievers (dogs) showcontinuous or discontinuous variation?i black or golden coat colourii width of head

b Read this information about banded snails.

For each of the following features, say whether it showsdiscontinuous or continuous variation, and also whether youthink the variation is inherited or affected by the surroundings.i number of dark bandsii colour of bandsiii size of adult

Sheet 3 of 3

The banded snail lives mainly in hedgerows. There are several versions of it,

showing a number of variations.

The number of bands on its shell varies from one to five. The colour of the

bands is green, brown or black, depending upon what it eats.

A fully mature banded snail varies in size from 0.5 to 1.5 cm across its

operculum (the opening where the body comes out).

D2


HomeworkDifferences count

HELP1 Copy and complete this sentence.

Dogs inherit different features because each ...................................... from

the father and each ...................................... from the mother is different.

2 Here are some features that might be the same in dogs, or thatmight be different.

● colour of eyes

● long tail

● floppy ears

● sits up and begs when told to

● wears a tartan jacket when out for a walk

Copy and complete the table below, writing the features listedabove in the correct column.

Sheet 1 of 2

Features that are definitely Features that are definitely notinherited inherited

D2


HomeworkDifferences count (continued)

CORE3 List five features found in humans and say whether each one is

inherited or affected by the environment. You could make a tablewith two columns headed ‘Feature’ and ‘Cause’.

4 Read the information below.

Copy and complete this table to show whether the causes ofbaldness are inherited or environmental, and explain the reasonfor your choice.

EXTENSION5 Hannah had black hair when she was born, just like her mum.

Aged 15, her hair has become brown, having changed colourslowly over the last fourteen years. She has just been on holidayfor three weeks of hot, sunny weather. Her hair is now very fair butit will darken again over the winter. Her dad has quite fair hair.

a Suggest why Hannah had black hair when she was born.

b What information in the passage above suggests that her hairturning brown between the ages of 1 and 15 was due toinheritance?

c Give one other way in which her hair could have becomebrown when she was fifteen.

d i What is likely to have caused the lightening of her hair whileshe was on holiday?

ii Is this an inherited or an environmental factor?

Sheet 2 of 2

Jimmy, Jonny and Joe are all aged 35 and they all support Catalyst United.They are all completely bald.

Jimmy went bald between the ages of 30 and 34, just like his dad.

Jonny has gone bald because he has been ill and the drugs he was given madeall his hair fall out. (This is a rare side-effect of a few powerful drugs).

Joe has no hair because his idol, the goalkeeper, has no hair so Joe shaves hishead three times a week.

Name Cause of baldness Reason

Jimmy

Jonny

Joe

D3


HomeworkSorting living things

HELP1 Pictures of ten living things are shown below.

Make a table like the one below. Complete it by writing the letterfor each living thing in the correct group.

2 Look at the descriptions below. Some describe only animals, somedescribe only plants and some describe both animals and plants.

Copy and complete the table by putting each description in thecorrect column. You may use each one once, more than once ornot at all.

Sheet 1 of 2

Animals Plants Microorganisms Fungi

Plants can Animals can

respiregrow reproduce

make foodeat

move from place to place

A

E F

G H I J

C

D

B

D3


HomeworkSorting living things (continued)

CORE3 The British Entomological Society

studies insects. Here is a group ofbeetles they found on an expeditionto Patagonia.

a Draw a table that puts these beetlesinto groups by looking at the patternon their back. Think about how manycolumns you will need and whatheading you should write for eachcolumn.

b Draw another table to group thebeetles by their head pattern.

c i There is another feature thatdiffers from beetle to beetle. What is the feature?

ii Draw a third table to group them by this feature.

d There are some identical pairs of beetles in the sample. Write down the pairs that are identical.

e Animals are classified into two groups according to the type ofskeleton they have. To which group do beetles belong?

EXTENSION4 This question refers to the beetles shown in question 3.

a The research team named beetle A the catalyst beetle. Do youthink that beetle B is a variation on the catalyst beetle, or acompletely different species? Give a reason for your answer.

b The team named beetle C the tyre beetle because they thoughtthe pattern on its back looked like the tread on a car tyre.i Which other beetles are tyre beetles?ii Are tyre beetles all identical? Explain your answer.

c Design and draw a key to identify each of the beetles shown.Use letters, not names, for the beetles and remember that someof them are identical.

Sheet 2 of 2

G H

A B C

F

D E

D4


HomeworkMore animal groups

HELP1 The paragraphs below all have a mistake in them. Rewrite them,

correcting the mistakes. Do not change the underlined part.

a The elephant is a mammal. We know this because it lays itseggs on land.

b Amphibians, like grass snakes, have a dry scaly skin and livemostly on land.

c The ostrich cannot fly and looks after its young. It sounds asthough it might be a mammal but it isn’t one because it hashair.

d Salamanders go back to the water in the spring. This tells usthey are reptiles.

e The flying fish is not a bird. Although it can glide through theair, it breathes under water using its lungs.

CORE2 The nightjar is a member of the

animal kingdom. Some facts about the nightjar are given opposite.

a Which piece or pieces of data, on their own, might suggestthat:i the nightjar could be a mammal?ii it could be a reptile?

b Which piece of data suggests it is probably a bird?

c If the nightjar is a bird, what might you expect to find out ifyou researched where it lays its eggs?

d Suggest three visible features you would expect to see on anightjar’s body, if it is a bird. Think about features such as itsmouth, number of eyes, etc.

Sheet 1 of 2

Other name: goatsuckerHabits: nocturnal flying animalReproduction: lays eggs on landFood: carnivorous; feeds on

insectsOther data: covered with feathers

D4


HomeworkMore animal groups (continued)

EXTENSION3 Write a paragraph to compare the similarities and differences

between amphibians and reptiles.

4 Here is some information about the duck-billed platypus, which isfound in Australian rivers.

a Which features of the duck-billed platypus suggest that it is abird?

b Which feature suggests that it is not a fish?

c Which feature suggests that it is a mammal?

d If it were a mammal, what would you expect to find coveringits body?

e The duck-billed platypus is usually described as an egg-layingmammal. Why do you think that scientists argue about whichanimal group it fits into?

Sheet 2 of 2

The duck-billed platypus lives in muddy fresh water where it feeds on aquatic

invertebrates, especially insect larvae. It catches these in its soft, duck-like bill.

Strong, webbed feet propel it through the water and it needs to breathe air into

its lungs. It has a short, flat tail.

The female duck-billed platypus lays eggs in a nest. These hatch into young,

which it suckles for several months.

D5


HomeworkNo bones about it

HELP1 Stick down the wordsearch. Find seven words about animals with no

backbones. The words are in the list below. (Some of the words in thelist are not in the wordsearch.)

CORE2 Here is a picture of an earthworm.

It does not belong to any of the groups in the list below.

a To which invertebrate group does the earthworm belong?

b What feature tells you that it belongs to this group?

3 a Write down one way in which you can tell the difference between a spider and a centipede.

b Copy and complete these sentences.

I have a soft, jelly-like body. I am a ...................................... .

I am a roundworm with a soft, thin, round body. If I were

a flatworm my body would be ...................................... .

EXTENSION4 Imagine that you are writing a reference book about animal

groups, for people of your own age. You are worried that your readers will not really understand how or why animals are grouped.Write two or three paragraphs as an introduction to the arthropodssection of the book, explaining why arthropods are different fromother invertebrates and how they are divided into groups.

Sheet 1 of 2

earthworm

arthropodjellyfish

starfish

invertebrate roundworm insect

mollusc flatwormspider crustacean

jellyfish roundworm insect

arthropod mollusc flatworm starfish crustacean

spider

D5


HomeworkNo bones about it (continued)

HELPWordsearch

Sheet 2 of 2

A J P R O D E M O A X G B

L E S F D O P O R H T R A

L L T T R E E I B R A K E

K L E A N Y Q N Z V I T M

O Y D H R P W S Q U I D R

U F C F U B P E C T U M O

D I M S I D E C V Y I S W

C S U L L O M T U I E T T

L H X Y D E T M R P D H A

O F G E Y J M D R E R R L

D N G T H K S D G H V M F

N R C R U S T A C E A N E

A F G J N F E T U K G F I

HELPWordsearch










O F G E Y J M D R E R R L




D5 Homework

✂

No bones about it (continued)


D1


Homeworkmark schemeAll the same?

Sheet 1 of 5

Question Answer Mark

1 One mark for each table row containing a correct difference and similarity, e.g. a cat has sharp claws but a dog does not; both dogs and cats have four legs. 5

2 a One mark for each correct feature common to all three dogs up to four, e.g. four legs, two ears, tail, fur. 4

b One mark for each correct difference up to two, e.g. the ‘show’ poodle has pom-poms on its ankles but the ‘normal’ one does not; the ‘show’ poodle has very short hair on its thighs but the ‘normal’ one does not. 2

c One mark for each correct difference up to two, e.g. the poodle is smaller than the Great Dane; the poodle has floppy ears but the Great Dane has pointed ears. 2

3 Differences between living things or between members of a species 1

Total for Help 14

HELP


4 A group of organisms that are very similar or that can reproduce 1Accept equivalent answers.

5 a One mark for each correct feature up to two, e.g. slide on a ‘foot’, have wet bodies, are herbivores, have two long ‘horns’. 2

b One mark for a correct feature, e.g. a snail has a shell but a slug does not. 1

c You would need to know whether they can reproduce together. 1

6 a Three 1

b B and E 1Both are needed for the mark.

c One mark for each correct similar feature up to two, e.g. they have the same body shape, the same shaped tail, the same beak, the same type of feet. 2

d One mark for each correct difference up to two, e.g. E has a white band round its throat but the others do not; B has a stripe over its eyes but the others do not. 2

Total for Core 11

CORE


7 a i Discontinuous 1ii Continuous 1

b i Discontinuous 1Inherited 1

ii Discontinuous 1Affected by surroundings 1

iii Continuous 1Affected by surroundings or affected by both inheritance and surroundings 1

Total for Extension 8

EXTENSION

D2


Homeworkmark schemeDifferences count

Sheet 2 of 5


1 Dogs inherit different features because each sperm from the father 1and each egg from the mother is different. 1Underscores show answers; other text copied by pupils.

2 Features that are definitely inherited: colour of eyes, long tail, floppy earsFeatures that are definitely not inherited: sits up and begs when told to, wears a tartan jacket when out for a walk 5One mark for each correct answer.

Total for Help 7

HELP


3 One mark for each feature with a correct cause up to five, e.g. eye colour, natural hair colour, skin colour, male or female are all inherited; clothing, pierced ears, scars, weightlifter’s muscles are affected by the environment. 5

4 Jimmy: inherited; the same happened to his dad. 1Jonny: environmetal; caused by drugs. 1Joe: environmental; if he stopped shaving it would grow back. 1Accept equivalent answers.

Total for Core 8

CORE


5 a She inherited it from her mother. 1

b Her father has fair hair. 1

c She could have dyed it. 1

d i It was bleached by the sun. 1ii Environmental 1


EXTENSION

D3


Homeworkmark schemeSorting living things

Sheet 3 of 5


1 Animals: B, D, F, JPlants: A, E, I, GMicroorganisms: CFungi: HAll correct, six marks; deduct one mark for each error up to six. 6

2 Plants can: respire, grow, reproduce, make food.Animals can: respire, grow, reproduce, eat, move from place to place.All correct, four marks; deduct one mark for each error up to four. 4

Total for Help 10

HELP


3 a Zig-zags: C, D, E 1Six spots: A, B, F 1Four spots: G, H 1

b Banded: A, D, F 1Not banded: B, C, E, G, H 1

c i (Length of) antennae or feelers 1ii Long antennae: A, C, D, F

Short antennae: B, E, G, H 1

d A and F 1G and H 1

e Invertebrates 1

Total for Core 10

CORE


4 a It is a catalyst beetle because it has six spots, and antennae and banded heads are just a variation; or It is not a catalyst beetle because the only similarity is the number of spots.Award two marks for relevant points that support the choice, and one mark for coherence and quality of communication of ideas. 3

b i D and E 1ii They are not identical: they show variation or their heads and/or antennae

show differences. 1

c Award marks for the key as follows:separates spots from zig-zags; 1separates banded head from non-banded head; 1separates short from long antennae; 1separates four spots from six spots; 1quality of presentation of the key. 1


EXTENSION

D4


Homeworkmark schemeMore animal groups

Sheet 4 of 5


1 a The elephant is a mammal. We know this because the babies develop inside the mother’s body or the mother feeds the young on milk or it has hairy skin. 1

b Reptiles, like grass snakes, have a dry scaly skin and live mostly on land. 1

c The ostrich cannot fly and looks after its young. It sounds as though it might be a mammal but it isn’t one because it has feathers. 1

d Salamanders go back to the water in the spring. This tells us they are amphibians. 1

e The flying fish is not a bird. Although it can glide through the air, it breathes under water using its gills. 1Underscores show answers; other text copied by pupils.

Total for Help 5

HELP


2 a i It is a nocturnal flying animal. 1It is carnivorous/feeds on insects. 1

ii It lays eggs on land. 1

b It is covered with feathers. 1

c It lays eggs in a nest. 1

d One mark for each correct feature up to three, e.g. (two) wings, two eyes, two legs, claws on feet, beak, tail. 3

Total for Core 8

CORE


3 One mark for each correct comparison up to four, e.g. some reptiles and amphibianslook similar, such as salamanders and lizards; reptiles have a dry scaly skin but amphibians have a smooth moist skin; reptiles lay eggs on land but amphibians lay eggs in water; reptiles’ eggs have a leathery shell but amphibians’ eggs are like jelly; reptiles live mainly on land but amphibians live partly on land and partly in water. 5One mark for good quality of communication.

4 a Duck-like bill 1Webbed feet 1Lays eggs in a nest 1

b It breathes air using lungs. 1

c It suckles its young. 1

d Hair 1

e It does not really fit any group very well. 1Accept equivalent answers.


EXTENSION

D5


Homeworkmark schemeNo bones about it

Sheet 5 of 5


1

All correct, seven marks; deduct one mark for each missing word up to seven. 7

Total for Help 7

HELP


2 a Segmented worms 1

b It has a soft, ringed body. 1

3 a Spiders have a two-part body but centipedes have a long body orspiders have eight legs but centipedes have lots of legs. 1Accept suitable alternatives.

b I have a soft, jelly-like body. I am a jellyfish. 1I am a roundworm with a soft, thin, round body. If I were a flatworm my body would be flat or leaf-shaped. 1

Total for Core 5

CORE


4 Award marks for the introduction as follows:arthropods have jointed legs but other invertebrates do not; 1four named arthropod groups; 1indication of the differences between the groups; 2good quality of communication. 1


EXTENSION










Q F G E Y J M D R E R R L




Sheet 1 of 2

D


Transition quiz

1 See if you can identify the bugs using the key below.

A Bug has large wings. Go to BBug has short wings. Go to D

B Bug has spots. Go to CBug has stripes. Bug ......................................

C Wings have veins. Bug ......................................Wings do not have veins. Bug ......................................

D Bug has antennae. Bug ......................................Bug has no antennae. Bug ......................................

2 Why would the question (Has the bug got big round eyes?) notbe suitable for our key?

...........................................................................................................................................................

3 Can you think of any other suitable questions that could havebeen used in the key above?

...........................................................................................................................................................

...........................................................................................................................................................

Variation and classification

V W X

Y Z

Sheet 2 of 2

D


Transition quiz

4 Living things all carry out common processes. Look at the foursets of pictures below and decide which of them is the odd oneout.

Can you explain your choices?

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

Variation and classification (continued)

a

b

c

d

Sheet 1 of 2

D


Transitionworksheet

1 In science, keys can be used to help you work out whatsomething is. Make a key to identify the scientists shown below.

2 Living things must be capable of doing seven important lifeprocesses. Rearrange the words to name these processes:

3 We know that a cat is living. It is capable of carrying out all of theseven processes you have listed above.

The diagram below shows some of these processes. Completethe diagram.


GONVIM M .......................... WRINGGO G ..........................

SPRING ERI R .......................... ICEDGONPURR R ..........................

NESSGIN S .......................... CRINGETEX E ..........................

FIDEENG F ..........................

I g.......................... from a kitten to a cat.

I r.......................... away when I see a dog.

I need f.......................... to stay alive.

Archaeologist

Astronomer Geologist

Biologist

Chemist

Physicist

Sheet 2 of 2

D


Transitionworksheet

4 Elsie thinks her cyber pet is alive. Explain why she is wrong.

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................


My cyber pet is livingbecause it can do lots

of the processes we havelearnt about in science.

D


Test yourselfVariation and classification

1 Which of these phrases best describes variation? Circle the correctletter.

A when two living things are the same as each other

B when two living things are different from each other

C when two living things are identical to each other

D when two humans are different from each other

2 Write down whether these types of variation have been caused byinheritance or the environment.

a Eye colour is caused by .......................................... .

b A scratch on the face is caused by .......................................... .

c Pierced ears are caused by .......................................... .

d Whether you are male or female is caused by .......................................... .

3 What is a species? Circle the correct letter.

A A group of living things that have none of their features incommon.

B A group of living things that have half of their features incommon.

C A group of living things that have over half of their features incommon.

D A group of living things that have almost all of their features incommon.

4 What is classification? Underline the correct answer.

A putting things into groups

B taking things out of groups

C changing things between groups

D adding groups together

Sheet 1 of 3

D


Test yourselfVariation and classification (continued)

5 Look at the two groups of animals. Which feature was used to classify them?

......................................................................................................................................................................................

Group A Group B

6 You can divide living things into lots of groups. The diagram shows howanimals are divided into groups. Complete it using the words below.

Sheet 2 of 3

animals

vertebrates invertebrates

arthropods

birds amphibians

crustaceans centipedesand

millipedes

segmentedworms

flatwormsstarfishjellyfish

mammals insectsfish molluscs reptiles

roundworms spiders

D


Test yourselfVariation and classification (continued)

7 What is the main difference between animals and plants? Circle the correct letter.

A Animals make their own food; plants do not make their own food.

B Plants make their own food; animals do not make their own food.

C Plants must eat their food, animals must make their food.

D Plants do not need food; animals do need food.

8 Draw lines to match up each animal group with its main features.

Animal group Features

Sheet 3 of 3

molluscs ●

amphibians ●

mammals ●

centipedesand millipedes

●

birds ●

● feathers, wings, lungs, lay eggs with a shell

● soft body with one foot and often a shell, live in water or on land

● hairy skin, lungs, babies develop inside mother,babies fed on milk from the mother

● smooth, moist skin, lungs, live in water or on land

● long thin body, lots of jointed legs

D


Test yourselfAnswersVariation and classification

1 Which of these phrases best describes variation? Circle the correctletter.

A when two living things are the same as each other

B when two living things are different from each other

C when two living things are identical to each other

D when two humans are different from each other

2 Write down whether these types of variation have been caused byinheritance or the environment.

a Eye colour is caused by .......................................... .

b A scratch on the face is caused by .......................................... .

c Pierced ears are caused by .......................................... .

d Whether you are male or female is caused by .......................................... .

3 What is a species? Circle the correct letter.

A A group of living things that have none of their features incommon.

B A group of living things that have half of their features incommon.

C A group of living things that have over half of their features incommon.

D A group of living things that have almost all of their features incommon.

4 What is classification? Underline the correct answer.

A putting things into groups

B taking things out of groups

C changing things between groups

D adding groups together

Sheet 1 of 3

inheritance

environment

environment

inheritance

D


Test yourselfAnswersVariation and classification (continued)

5 Look at the two groups of animals. Which feature was used to classify them?

......................................................................................................................................................................................

Group A Group B

6 You can divide living things into lots of groups. The diagram shows howanimals are divided into groups. Complete it using the words below.

Sheet 2 of 3

animals

vertebrates invertebrates

arthropods

birds amphibians

crustaceans centipedesand

millipedes

segmentedworms

flatwormsstarfishjellyfish

The order of the groups at each level of classification is not important.

mammals reptiles fish

roundworms molluscs

spiders insects

mammals insectsfish molluscs reptiles

roundworms spiders

Tail. Group A have tails; group B do not have tails.

D


Test yourselfAnswersVariation and classification (continued)

7 What is the main difference between animals and plants? Circle the correct letter.

A Animals make their own food; plants do not make their own food.

B Plants make their own food; animals do not make their own food.

C Plants must eat their food, animals must make their food.

D Plants do not need food; animals do need food.

8 Draw lines to match up each animal group with its main features.

Animal group Features

Sheet 3 of 3

molluscs ●

amphibians ●

mammals ●

centipedesand millipedes

●

birds ●

● feathers, wings, lungs, lay eggs with a shell

● soft body with one foot and often a shell, live in water or on land

● hairy skin, lungs, babies develop inside mother,babies fed on milk from the mother

● smooth, moist skin, lungs, live in water or on land

● long thin body, lots of jointed legs

A B C D E

group 1 group 2

F

1 Look at these pictures.

a Which are plants? 1 mark

b Which are animals? 1 mark

2 Marie has a lot of pet cats. She needs to be able to tell them apart. Look at these two cats.

a Write down two ways in which they are similar. 1 mark

b Write down two ways in which they are different. 1 mark

3 Last week, an alien landed in your back garden. It saw you, and began to describe you on a piece of paper. Just as it finished writing, something scared it, it dropped the paper and ran inside its spaceship.

Copy and complete the alien’s description opposite. 2 marks

4 A student has been asked to put some plants into groups. She chose to put them into two groups.

a Which feature do plants in group 1 have which plants in group 2 do not have? 1 mark

b Use a different feature to divide the plants into two groups. Write down the feature you have used, and the two groups. 1 mark

D


End of unit testGreenVariation and classification

Sheet 1 of 3

A

C

B

D

G JI

E

H

F

What a strange creature I cansee. Its body stands on two long________ , and it has ________covering the top of its head.

D


End of unit testGreenVariation and classification (continued)

5 John works for the local council. His job is to get rid of rats from people’s houses. Rats like to live in drains, but he often finds frogs, worms and snails in the drains as well.

a Name one of these animals which is an invertebrate. 1 mark

b Which of these animals is an amphibian? 1 mark

c Write down two features that all amphibians have. 2 marks

One day, John found a millipede in the drains. He picked it up in his hands, but it tickled him when it moved, and he dropped it.

d Explain why the millipede made John so ticklish. 1 mark

e Is a millipede a vertebrate or an invertebrate? 1 mark

6 Marline is famous throughout southern Africa for picking up snakes, however poisonous they are. She has studied snakes for a long time and she knows how they will behave.

a A snake is a reptile. Write down two features that all reptiles have. 2 marks

In the nineteenth century, explorers in Africa used to find new species of animals and plants all the time. They always gave each animal an English name and a Latin name.

b What is a species? 1 mark

c Write down one reason why scientists classify animals and plants. 1 mark

7 Ling and Jess are sisters. Ling has black hair, Jess has black hair and their parents have black hair.

a Using this evidence, do you think that hair colour is an exampleof inherited or environmental variation? 1 mark

b Ling dyes her hair bright red. Explain how this may change the way you describe variation in hair colour. 1 mark

Sheet 2 of 3

D


End of unit testGreenVariation and classification (continued)

8 Romi collected some data about the pupils in her class, shown opposite.

a Choose the word that best describes this record of the data. 1 mark

b How many pupils had blue eyes? 1 mark

Look at the graphs below.

c i Which graph best shows how many children had each eye colour? 1 mark

ii What is the correct name for the type of graph you have chosen? 1 mark

d Using graphs A and C, what percentage of the class had brown eyes? 1 mark

Sheet 3 of 3

Eye colour in our class

graph A

5%

40%

bluegreen

45%

10%

brownhazel

Name Eye colour Gender Hair colour Age

Andrew blue m blond 11

Becky green f red 12

Daisy blue f blond 12

David brown m brown 12

Emily green f red 11

Emma brown f blond 12

Glen hazel m brown 12

Hugh brown m brown 11

Jack brown m brown 11

James blue m blond 11

John blue m blond 11

Katie blue f blond 11

Katie brown f black 11

Kim blue f brown 12

Kirsten brown f brown 11

Romi brown f brown 12

Sam brown f brown 11

Sarah brown f brown 11

Scott blue m blond 12

Sophie blue f brown 12


graph C

blue

brown

green

hazel

0 5 10

chart graph

table results


graph B0 2 4 6

0123456789

10

A B C D E

group 1 group 2

F

D


End of unit testRedVariation and classification

1 A student has been asked to put some plants into groups. She chose to put them into two groups.

a Which feature do plants in group 1 have which plants in group 2 do not have? 1 mark

b Use a different feature to dividethe plants into two groups. Write down the feature you haveused, and the two groups. 1 mark

2 John works for the local council. His job is to get rid of rats from people’s houses. Rats like to live in drains, but he often finds frogs, worms and snails in the drains as well.

a Name one of these animals which is an invertebrate. 1 mark

b Which of these animals is an amphibian? 1 mark

c Write down two features that all amphibians have. 2 marks

One day, John found a millipede in the drains. He picked it up in his hands, but it tickled him when it moved, and he dropped it.

d Explain why the millipede made John so ticklish. 1 mark

e Is a millipede a vertebrate or an invertebrate? 1 mark

3 Marline is famous for picking up snakes, however poisonous they are. She has studied snakes for a long time and knows how they will behave.

a A snake is a reptile. Write down two features that all reptiles have. 2 marks

In the nineteenth century, explorers often used to find new species of animals and plants. They gave each one an English name and a Latin name.

b What is a species? 1 mark

c Write down one reason why scientists classify animals and plants 1 mark

Sheet 1 of 3

D


End of unit testRedVariation and classification (continued)

4 Ling and Jess are sisters. Ling has black hair, Jess has black hair and their parents have black hair.

a Using this evidence, do you think that hair colour is an example of inherited or environmental variation? 1 mark

b Can you think of one way in which hair colour can also be affected by the environment? 1 mark

5 Some features are caused only by inheritance, some by the environment and some by both. Jane has decided to run the London Marathon. She is standing with the other runners, and looks around her at their faces.

a Which of these human features is caused only by inheritance? Write the correct letter. 1 mark

A hair length

B eye colour

C height

D intelligence

E skin colour

Half way round the course, she sees the son of a famous athlete and overtakes him. She was quite surprised. ‘He should be near the front,’ she thought to herself.

b Explain why she thought the athlete’s son should be further up the field. 1 mark

c What could the athlete’s son do, if he wanted to try to be a better runner? 1 mark

6 Mushrooms are a type of fungus. Many fungi are poisonous, but mushrooms can be eaten. They have cells which have a cell wall, but they cannot make their own food and have no chloroplasts.

a The presence of cell walls in its cells might make you classify a mushroom as a plant. Name one feature of a mushroom that might make you classify it as an animal. 1 mark

b If you were asked to classify a mushroom as a plant or an animal, what would you say? Explain your answer. 2 marks

Sheet 2 of 3

D


End of unit testRedVariation and classification (continued)

7 Romi collected some data about the pupils in her class.

Look at these graphs.

a i Which graph best shows how many children had each eye colour? 1 mark

ii What is the correct name for the type of graph you have chosen? 1 mark

b Using graphs A and C, what percentage of the class had brown eyes? 1 mark

c Romi said that her results showed that 5% of the children in the school had hazel eyes. Daisy said that Romi could not conclude this from the results.i Why did Daisy say this? 1 markii How could they test to see if Romi is right about the whole

school? 1 mark

Sheet 3 of 3


graph A

5%

40%

bluebrowngreenhazel

45%

10%

Name Eye colour Gender Hair colour Age

Andrew blue m blond 11

Becky green f red 12

Daisy blue f blond 12

David brown m brown 12

Emily green f red 11

Emma brown f blond 12

Glen hazel m brown 12

Hugh brown m brown 11

Jack brown m brown 11

James blue m blond 11

John blue m blond 11

Katie blue f blond 11

Katie brown f black 11

Kim blue f brown 12

Kirsten brown f brown 11

Romi brown f brown 12

Sam brown f brown 11

Sarah brown f brown 11

Scott blue m blond 12

Sophie blue f brown 12


graph C

blue

brown

green

hazel

0 5 10


graph B0 2 4 6

0123456789

10

D


End of unit testmark schemeVariation and classification

Sheet 1 of 1

Green (NC Tier 2–5)

Question Answer Mark Level

1 a A, C, E, F, G 1 2

b B, D, H, I, J 1 2

2 a Two from: whisker length; height; leg length; ear size. Accept suitable alternatives. 1 3

b Colour, tail length 1 3

3 What a strange creature I can see. Its body stands on two long legs, and it has hair covering the top of its head. Italics show answers; other text copied by pupils. 2 3

4 a Spiny leaves 1 3

b Stem width; ABF, CDE 1 3

5 a Worm or snail 1 4

b Frog 1 4

c Two from: moist skin; lungs; live partly on land and partly in water; lay eggs in water; eggs are like jelly 2 4

d It had lots of legs. 1 4

e Invertebrate 1 4

6 a Two from: dry skin; scales; lungs; lay eggs on land; eggs have a leathery shell 2 4

b A group of living things which have almost all their features in common and/or can mate together and reproduce 1 4

c One from: to put them in order; to help understand what a living thing is like; to work out how closely related they are to other livingthings; to make it easier for them to tell other scientists about a living thing 1 5

7 a Inherited 1 5

b Your hair colour can be changed by what happens during your life, so it can be classed as environmental. Accept equivalent answers or suitable alternatives. 1 5

8 a Table 1 3

b 8 1 3

c i Graph C 1 4ii Bar chart or bar graph 1 4

d 45% 1 4

Scores in the range of: NC Level

4–7 2

8–13 3

14–17 4

18–25 5

D


End of unit testmark schemeVariation and classification

Sheet 1 of 1

Red (NC Tier 3–6)

Scores in the range of: NC Level

4–8 3

9–14 4

15–18 5

19–25 6

Question Answer Mark Level

1 a Spiny leaves 1 3

b Stem width, ABF, CDE 1 3

2 a Worm or snail 1 4

b Frog 1 4

c Two from: moist skin; lungs; live partly on land and partly in water; lay eggs in water; eggs are like jelly 2 4

d It had lots of legs. 1 4

e Invertebrate 1 4

3 a Two from: dry skin; scales; lungs; lay eggs on land; eggs have a leathery shell 2 4

b A group of living things which have almost all their features in common and/or can mate together and reproduce 1 4

c One from: to put them in order; to help understand what a living thing is like; to work out how closely related they are to other living things; to make it easier for them to tell other scientists about a living thing 1 5

4 a Inherited 1 5

b Dyeing it or turning grey or bleached by the sun Accept suitable alternatives. 1 5

5 a B 1 5

b Because she thought he could have inherited his parent’s sporting ability 1 5

c Do more training 1 5

6 a It cannot make its own food. 1 5

b Neither 1 6Because it has features of both plants and animals or because it is a fungus, which is a separate group 1 6

7 a i Graph C 1 4ii Bar chart or bar graph 1 4

b 45% 1 4

c i They have data only from their class – other classes may have a different pattern. 1 5

ii Record the eye colour of everyone in the school. 1 5

Sheet 1 of 1

D


Pupil check listVariation and classification

Learning outcomes I can do I can do I need tothis very this quite do more well well work on this

I can describe to someone else what ‘species’ means.

I can identify examples of species.

I can give my own examples of species.

I can use a key to identify an unknown plant or animal.

I can recognise variation between members of different species.

I can present my data using a spreadsheet to produce a scattergram.

I can describe the relationship between foot size and height.

I can evaluate sample size and compare it with secondary data.

I can recognise and name inherited variations.

I can recognise and name variation due to the environment.

I can divide living things into animals, plants, microorganisms and fungi.

I can divide animals into vertebrates or invertebrates.

I can name and describe common features of the five vertebrate groups.

I can name the seven invertebrate groups and describe features they have in common.

I can use graphs to draw conclusions.

I can decide whether data is sufficient to draw conclusions.

Sheet 1 of 3

D


Glossary

Word

amphibians

animals

arthropods

birds

centipedes

classification

crustaceans

egg

environment

environmental variation

exoskeleton R

features

fish

flatworms

fungi

inherited

inherited variation

insects

invertebrates

jellyfish

mammals

mammary glands

microorganism

millipedes

molluscs

organism

plants

range R

Definition

Special parts of organisms, or particular things theydo.

A particular type of animal or plant. Members of aspecies can reproduce to form more of their kind.

To make more organisms of the same species.

The differences between living things, or betweenmembers of a species.

Passed on from the parents to their offspring.

The male sex cell in an animal. The sperm joins withthe egg in reproduction.

The female sex cell in an animal or plant. The egg joinswith the male sex cell in reproduction.

Differences in features that are passed on from theparents are examples of inherited variation.

The surroundings that we grow up in.

Differences in features that are affected by oursurroundings are examples of environmental variation.

Living thing, that carries out the processes of life.

A very small living thing that can only be seen with amicroscope.

Putting things with similar features into the samegroup.

Living things that feed on other living things andmove around.

Living things that are green and make their own foodusing sunlight.

Living things that feed on rotting material, for exampletoadstools.

Animals with backbones.

Animals without backbones.

One of the groups of vertebrate animals. Mammalshave hairy skin. Their babies develop inside the motherand are fed on milk.


Sheet 2 of 3

D


Glossary

Word

reproduce

reptiles

roundworms

sample

segmented worms

segments

species

sperm

spiders

starfish

variation

vertebrates

Definition

One of the groups of vertebrate animals. Birds lay eggswith hard shells, look after their young and havefeathers and wings.

One of the groups of vertebrate animals. Reptilesbreathe air and lay eggs on land. They have a scaly,dry skin.

One of the groups of vertebrate animals. Amphibianslay eggs in water but breathe air. They have a smooth,moist skin.

One of the groups of vertebrate animals. Fish live inwater and lay eggs there. They breathe through gillsand have scales and fins.

Features that female mammals have, that make milk.

One of the groups of invertebrate animals. Jellyfishhave a soft jelly-like body.

One of the groups of invertebrate animals. Starfishhave a hard star-shaped body.

One of the groups of invertebrate animals. Flatwormshave a flat leaf-shaped body.

One of the groups of invertebrate animals.Roundworms have a soft thin round body.

One of the groups of invertebrate animals. Segmentedworms have a soft ringed body.

One of the groups of invertebrate animals. Molluscshave a soft muscular body with one foot, and usually ahard shell.

Group of invertebrate animals with segmented bodiesand jointed legs.

Sections of the body in arthropods and segmentedworms.

A hard outer coating that sometimes forms a shell.Arthropods have an exoskeleton. R

One of the groups of arthropods. Crustaceans havelots of legs, a soft body and usually a hard shell.


Sheet 3 of 3

D


Glossary

Definition

One of the groups of arthropods. Centipedes have lotsof legs and a segmented body.

One of the groups of arthropods. Millipedes have lotsof legs and a segmented body.

One of the groups of arthropods. Spiders have eightlegs and two parts to the body.

One of the groups of arthropods. Insects have six legsand three parts to the body.

A small part of something, used to represent thewhole.

The different values that are possible, such as all thedifferent heights in a group of people. R


Sheet 1 of 1

D


Key wordsVariation and classification

amphibians

animals

arthropods

birds

centipedes

classification

crustaceans

egg

environment


exoskeleton R

features

fish

flatworms

fungi

inherited

inherited variation

insects

invertebrates

jellyfish

mammals

mammary glands

microorganism

millipedes

molluscs

organism

plants

range R

reproduce

reptiles

roundworms

sample

segmented worms

segments

species

sperm

spiders

starfish

variation

vertebrates

D Key words

�



amphibians

animals

arthropods

birds

centipedes

classification

crustaceans

egg

environment


exoskeleton R

features

fish

flatworms

fungi

inherited

inherited variation

insects

invertebrates

jellyfish

mammals

mammary glands

microorganism

millipedes

molluscs

organism

plants

range R

reproduce

reptiles

roundworms

sample

segmented worms

segments

species

sperm

spiders

starfish

variation

vertebrates

D1 All the same?Greena Foxb The novelist uses more descriptive and

colourful language. The biologist uses brief,technical specific facts and information.

c Because scientists use the same words.d They are all humans.e Some are male and some female.1 There are differences between living things.

These differences are called variation. A groupof living things with lots of similarities iscalled a species.

2 Mating between different species will notproduce young.

Reda foxb i Field study guide.

ii Field study guide.iii Field study guide.

c It is more precise and clear about what is beingdescribed.

d They are all humans.e Some are male and some female.1 Wolves are carnivorous, predators, have short

legs, are less than a metre in height and do nothave antlers, have long bushy tails, arenocturnal, live in underground dens. Reindeer are herbivores, prey, have long legs,are more than a metre in height, have antlers,short stubby tail, feed in the daylight and liveabove ground

2 Polar bears and seals are different species. Polarbears and brown bears are the same species.Mating between different species will notproduce offspring.

3 Mating between these animals does notproduce offspring.

4 Some differences are inherited from our parentsand some differences are caused by oursurroundings.

5 Any three from: eye colour, skin colour, height,intelligence, natural hair colour, facial features,etc.

6 Individual answers.

D2 Differences countGreena Members of the Jones family have white skin,

blond hair, freckles and a large build.b Some are elderly, some young, some have black

hair, some have grey hair, some are male, someare female, some have lots of hair, some haveonly a little hair.

c Any two from: dyeing our hair, wearingjewellery, eating too much or too little,tattooing.

d Any one of the four not used in answer to part c.1 Each individual within a species looks like their

parents. But they are not identical to them.Each sperm and egg has a different set ofinstructions. Differences in the environmentcan also cause variation.

2 Inherited Environmentalblue eyes tattoo on her armnaturally red hair pierced ears

Reda Members of the Jones family have white skin,

blond hair, freckles and a large build.b Some are elderly, some young, some have black

hair, some have grey hair, some are male, someare female, some have lots of hair, some haveonly a little hair.

c Different sets of instructions in the sperm andegg cells.

1 Inherited Inherited and Environmentalenvironmental

small stature pale skin pierced earsblue eyes tattoo on her armnaturally red hairhigh IQ

2 Some leaves were very young and some weremature; some leaves were in an environmentfavourable for growth (with sun and moisture)and some were in an environment which wasunfavourable for growth; variation due toinheritance.

3 Rebecca had a healthier diet and did moreexercise.

4 No. The greater similarity to one parent ratherthan to the other is purely a chance variation ofwhich set of instructions was followed by thedeveloping embryo. Some are those from thefather’s sperm cell and some are from themother’s egg cell.

D3 Sorting living thingsGreena Put into groups things that have similar

features.b Plants make their own food and stay in one

place. Animals feed on other animals or plantsand they move around.

c Seal, cod and arctic tern.1 We can sort most species into groups. All the

organisms in a group have similar features.Each bigger group can be sorted into smallergroups.

2 Vertebrates Invertebratesseal starfishcod crabarctic tern octopus

3 Does it have a backbone?→ Yes → It is a vertebrate→ No → It is an invertebrate

D Book answersVariation and classification


Reda Seal – vertebrate, starfish – invertebrate, cod –

vertebrate, octopus – invertebrate, crab –invertebrate, arctic tern – vertebrate.

b He would have compared the size of theelephant’s tooth with the size of the teeth ofother animals of similar species. He might havecompared it with a tiger or leopard’s tooth andmagnified their sizes to what he expected theelephant’s skull, legs and size to be.

1 All living things are classified by whether or notthey have backbones.

2 Plants make their own food and stay in oneplace. Animals feed on other animals or plantsand move around.

3 a As an animal it has cytoplasm, nuclearmaterial, no chloroplasts and no largevacuoles.

b As a plant it has cytoplasm, a cell wall andnuclear material.

4 Fungi are the only substances which feed onrotting material.

5 Robin, toad, rat, snake, bat and squirrel arevertebrates.

6 Does it have a backbone?→ Yes → It is a vertebrate→ No → It is an invertebrate

D4 More animal groupsGreena Mammalsb Birds have feathers and wings.c A fish breathes through gills.d To keep their skin moist.e They have scaly, dry skin.1 Vertebrate Features

groupmammals have mammary glands, babies develop

inside mother’s body, have hairy skin.birds lay eggs with hard shells, have feathers

and wings.reptiles lay eggs on land, eggs have a leathery

shell, breathe air, live mainly on land,have a scaly, dry skin.

amphibians lay eggs in water, eggs are like jelly,breathe air, live partly on land, but haveto lay their eggs in water, have a smooth,moist skin.

fish lay eggs, live in water, breathe throughgills, have scales and fins.

2 on land3 mammals

Red1 Mammals. Only mammals have mothers which

feed their young on her milk which she makesin her body and keep their body temperatureconstant at 37°C.

2 All birds are warm-blooded. They lay eggs witha hard shell, look after their young after theyhave hatched, have feathers and wings.

3 Dry and scaly.4 Salamanders and all amphibians go back to

water to keep their skin moist.5 Through gills.6 All animals in the birds and reptiles species lay

eggs with shells. Mammals do not lay eggs withshells and are a different species.

7 Birds and reptiles lay eggs with shells to providenourishment for the developing fetus and toprotect it from harm. Mammals do not lay eggsbut keep the developing fetus within their bodiesuntil the completion of the fetus’s development.

D5 No bones about itGreena The kind of body they have.b Segmented worms.c Invertebrates with lots of jointed legs.d Centipedes have lots of legs. Roundworms have

no legs.e Molluscs1 I have a flat leaf-shaped body and no legs. I am

a flatworm. I have a star-shaped body. I am astarfish. I have lots of legs and a shell. I am acrustacean.

2 Insects have 3-part bodies and 6 legs; spidershave 2-part bodies and 8 legs.

Reda Molluscsb Only their shells remain.c Crustaceans. Either: they both have hard shells,

or: they both have lots of legs.1 a Body shape.

b Segmented worms.2 a Arthropods are invertebrates with lots of

jointed legs.b Centipedes have lots of legs; roundworms

have no legs.3 He was unable to see small details like the

number of joints in a body or the number oflegs on an insect or spider.

4 Does it have lots of legs?→ No → It is not an arthropod→ Yes → It is an arthropod →

Does it have 6 legs?→ No → It is not an insect→ Yes → It is an insect

D6 The right sizeGreena Living in arctic surroundings, small bodies lose

less heat, so they keep warmer.b Small samples can give the wrong impression if

only one member is much different from the rest.

D Book answers


c Choose the sample in the same way that thesample was chosen from the USA.

1 There is a small difference in the heights of the Inuits and American girls when they are 12 months old. As they get older, the gapwidens. The Inuit girls grew slower than thegirls in the USA.

2 Diet, amount of exercise, etc. To consider whateffects, if any, were caused by environmentalconditions on their growth.

Reda Living in arctic surroundings, small bodies lose

less heat, so they keep warmer.b Small samples can give the wrong impression if

only one member is much different from therest.

c Choose the sample in the same way that thesample was chosen from the USA.

1 To see if the trend of smaller Inuits was true forthe tallest as well as the shortest.

2 Yes. The Americans were slightly taller than theInuits in both groups.

3 The growth of the American girls became muchgreater than the growth of the Inuit girls.

4 The data for the boys would probably show aneven greater difference after 12 months.

5 Diet, amount of exercise, etc. To consider whateffects, if any, were caused by environmentalconditions on their growth.

6 Yes. People with small bodies will lose heat lessquickly and the data in the graph shows this tobe correct.

7 No. The extrapolation would be too far to beaccurate.

D Book answers


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