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.

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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.

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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.

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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.

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Lesson Duration

120 minutes

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Class Size

1 student (individual instruction)

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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)

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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.

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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…”.

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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.

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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.

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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.

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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.

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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.

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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 .