Year 6 Diagnostic Tasks

Living ThingsTeacher guidance

Commissioned by The PiXL Club Ltd.Example 2017

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Year 6 Science Diagnostic Task: Teacher GuidanceProgramme of Study: Living Things and their Habitats

Working Scientifically: Identifying and ClassifyingSee ‘Year 6 Science Diagnostic Tasks: Introduction and Guidance’ for general

guidance on this assessment format.Assessment Outcomes

Below are the most relevant statements against which to assess. Those in bold indicate the key objectives linked to this task.

Working Scientifically

WS5 Make systematic and careful observations and, where appropriate, taking accurate measurements using standard units.

WS7 Record and present results of increasing complexity, using a range of methods and simple scientific language, including tables, graphs (bar charts, scatter and line graphs), diagrams and keys.

WS10 Identify differences, similarities or changes related to simple scientific ideas and processes

Y6 Programme of Study: B4a Recognise that living things can be grouped in a variety of ways. B4b Explore and use classification keys to help group, identify and name a variety of

living things. B6b Give reasons for classifying plants and animals based on specific

characteristics. Diagnostic Task OutlineMaking a Branching Key

Resources per group: Worksheet 1 (pictures of a variety of aliens) enlarged to A3 and cut up; ideally real species (e.g. real leaves) or pictures of a variety of one species e.g. buttercups, butterflies for sorting (many examples on the Internet) and sticky notes.Time allocated: 2 hoursPupil prior knowledge and understanding:This should build on the following learning from Year 4:

Knowing that broad groupings, such as micro-organisms, plants and animals, can be subdivided.

Through observation, classify animals into invertebrates and vertebrates. Using a simple classification key.

Background information for teachers: The important skill required is that of observation. The initial activities are designed to encourage pupils to observe carefully. Pupils will be more successful at the independent task of creating their own

branching key if they have had opportunities to sort and group species based on observable features.

Physically moving species (or pictures of species) around and using sticky notes on which to write the questions enable pupils to be more successful.

Once this is achieved then record it more formally.Warm-up (to revise prior learning and develop vocabulary):Example questions/activities from any of the following:

Pairs – you have 1 minute to list as many animal groups as possible – share and discuss characteristics.

Write (or draw) the name of a reptile/mammal etc. Tell your partner the name of a vertebrate/invertebrate – check understanding. What are the other 2 major organism groups apart from animals (plants and micro-

organisms). In 1 minute, list as many parts of a plant as you can. ‘Target Words’: read through these and explain the meaning. The teacher then

defines one of them and pupils guess which one it is and write the name of the target word on their white board.

IntroductionRead out the story from the PowerPoint presentation regarding the alien invasion. One was seen ‘escaping’ and an individual pupil is charged with drawing a ‘Photofit’ picture.Children in groups of 4 (you may want to give a short ‘holding’ task for the others to do while one group member is drawing e.g. revising animal classification/using a simple branching key)

Give Child 1 a picture of one of the aliens which has ‘escaped’ (the others must not see the original).

Child 1 has to copy the picture using careful observation. Child 1 then passes their version to Child 2 who copies this version and so on. Compare the subsequent drawings to the original – how has it changed? Discuss the importance of careful observation and only focusing on what you SEE

rather than including other made-up features or ideas.Modelling Task (PAIRS)

Give out the alien images from Worksheet 1. Ask each group/pair to sort them into groups using their own criteria. Show and work through a simple branching key pointing out the questions requiring

yes/no answers based on observable features. Discuss ideas then the teacher use 6 examples of the alien pictures (label them A,

B,C,D,E,F) to model with. Ask pupils to identify similarities and differences. Create ‘Yes/No’ questions on sticky notes and model building up the branching key

using these and the pictures. Questioning – could you sketch another alien which would belong with Alien ‘D’ (for

example)? Pairs: use the pictures and sticky notes to create a complete branching key for the

aliens by moving pictures and sticky notes – there is no need for formal recording (although it could be photographed and stuck in books).

Main task: INDEPENDENT TASK: create a branching key (assessment focus) Explain the task – to create a branching key to sort chosen species. Give pupils actual species or copies of pictures of them (differentiated as below). Tell pupils to go through the steps used in the aliens’ task. Remind them to

physically create the key by moving pictures/samples and sticky notes.a) OBSERVE similarities and differences.b) Group – make notes on sticky notes as to features in common e.g. all of these leaves

have pointed leaf tips.c) Create a ‘Yes/No’ question to sort them into 2 groups initially.d) Further subdivide the groups.e) Test the key by tracking each species through it (get a partner to do this).

Pupil Recording Once they have created and tested their key, record it on paper – this is the

assessment evidence.

Differentiation SEN – use a branching key then create their own based on simple variations and

only a few examples. More able – use several examples of very similar species of the same variety. Photos

or examples need to be clear so variation is discernible e.g. buttercups, types of bee. If using similar species of a plant, the expectation is that they compare in greater detail using knowledge of plant structure e.g. stigma, stamen etc.

Plenary Review and test their keys. Use butterflies on the PowerPoint. How could you group them? What are the

similarities or differences? Write a YES/NO question which would separate them into 2 groups. If time, pairs create a branching key for the butterflies and include a mistake for

another pair to identify.