Living Things Sorting

Overview

Introduce Year 7 students to fundamental biology concepts, focusing on distinguishing living and non-living things and basic classification of living organisms. This hands-on, practical lesson aligns with the Western Australian Curriculum standards for Year 7 Science, integrating First Nations perspectives where relevant.

WALT (We Are Learning To)

Identify and differentiate between living and non-living things.
Understand and apply basic biological classification into groups: plants, animals, and fungi.
Use observable characteristics to support classification decisions.

Success Criteria

Correctly classify objects as living or non-living.
Accurately group living things into plants, animals, and fungi using observable traits.
Explain reasons for classification choices verbalising or writing simple justifications.
Demonstrate respect for First Nations’ knowledge regarding classification and living things.

Curriculum Links

AC9S7U01: Investigate the role of classification in ordering life’s diversity and develop classification tools, including dichotomous keys.
AC9S7H02: Explore how cultural perspectives influence scientific knowledge development, including First Nations Australians’ classification systems.

Lesson Duration

120 minutes

Class Size

1 student (individual instruction)

Resources

Collection of natural objects (e.g., leaves, flowers, insects, fungi samples, feathers)
Man-made objects (e.g., plastic spoon, toy animal, stone, paper)
Sorting trays or mats labelled "Living" and "Non-living"
Three large labelled sorting areas for “Plants,” “Animals,” and “Fungi”
Magnifying glass
Observation notebook or worksheet (dyslexia-friendly format: clear font, large print, bullet points, colour coding)
Visual aids/posters showing typical characteristics of plants, animals, and fungi
First Nations classification stories or simplified frameworks (optional)

Lesson Breakdown

1. Introduction (15 minutes)

Discuss what "biology" means and introduce the concept of living vs non-living.
Explain the importance of classification in science and everyday life.
Introduce the three basic groups of living things they will be sorting: plants, animals, fungi.
Share a brief story or example from First Nations Australian perspectives about natural classification to build cultural relevance and engagement.

Differentiation: Use visual supports and oral explanations for dyslexic learners. Allow verbal Q&A rather than written to reduce literacy barriers.

2. Sorting Activity Part 1: Living vs Non-Living (30 minutes)

Present the collection of objects.
Ask the student to examine each object using senses and magnifier.
Student places each item on the sorting mat as "Living" or "Non-living" with justification.
Teacher facilitates discussion prompting reasoning, e.g., “Does it grow? Does it reproduce? Does it respond to the environment?”

Differentiation: Provide sentence starters on worksheet for students who need help articulating their reasoning, e.g., “This is living because…”.

3. Sorting Activity Part 2: Classifying Living Things (40 minutes)

Take only the “Living” objects.
Discuss characteristics of plants, animals, and fungi (show posters).
Student classifies the living objects into these groups based on observable features (e.g., leaves and roots = plants; movement and eyes = animals; mushrooms = fungi).
Use a simple dichotomous key created for the activity to guide classification step-by-step if needed.
Student records their sorting in notebook, describing one feature per object.

Differentiation: Provide a colour-coded key and simple graphic organisers for ease of classification. Oral recording of observations as an option.

4. Reflection and Discussion (20 minutes)

Student shares their classification results.
Teacher asks: “What did you find easy or tricky about sorting these things?”
Discuss why scientists classify living things and how understanding classification helps us.
Link to cultural knowledge: How do First Nations Australians classify plants and animals differently? Why is this important?
Reflect on ethical considerations about respecting living things and habitats.

5. Summary and Assessment (15 minutes)

Review key points using flashcards or a quiz format.
Student completes a short exit task: write or tell one thing they learnt about living vs non-living, and one interesting fact about plants, animals or fungi.
Provide positive feedback focusing on scientific reasoning and respect for traditional knowledge.

Differentiation Strategies for Diverse Learners

Provide dyslexia-friendly reading materials with clear fonts, spacing, and colour highlighting.
Use verbal instructions supplemented with visuals.
Allow recording responses orally or via drawings.
Provide sentence starters or simplified language scaffolds.
Allow flexible pacing and breaks as needed.

Safety and Ethical Considerations

Ensure no handling of harmful or protected living things.
Respect First Nations cultural protocols with any Indigenous knowledge shared.
Teach careful and gentle handling of natural objects.

This lesson plan is designed to foster curiosity, critical thinking, and respect for biological diversity and cultural perspectives all while meeting the Western Australian Science Curriculum requirements for Year 7 students .