Classifying Living Things

Name:

Date:

📚 Part 1: Warm‑up & Multiple Choice

1. Do Now (Think–Pair–Share): Write one short sentence for each stem.

A. These organisms are the same because ____________.

B. They are different because ____________.

2. Which is the best first question to use in a simple dichotomous key when sorting a plant, a bird and a fish?

Does it have leaves?

Does it have feathers?

Does it have a backbone?

Does it live in water?

3. Which sentence is true?

All animals are vertebrates.

Vertebrates have a backbone or spine.

Plants move to find food like animals.

4. Check all features that scientists often use to classify organisms:

Presence of a backbone

Type of covering (feathers, scales, leaves)

Colour only

Reproductive method (seeds, eggs, live young)

✏️ Part 2: Using a Dichotomous Key & Short Answers

Use the simple dichotomous key below to identify each organism description.

Key: 1a) Has leaves → Plant. 1b) Does not have leaves → 2. 2a) Has feathers → Bird. 2b) Does not have feathers → 3. 3a) Has gills and fins → Fish. 3b) Has legs and fur → Mammal.

5. Identify each description using the key. Write the group name (Plant, Bird, Fish or Mammal).

A. A silver fern with fronds and no feathers: ____________

B. A small flightless bird with feathers and a long beak (e.g., kiwi): ____________

C. A snapper: a fish with gills and fins found in the sea: ____________

6. Write one sentence using this stem to explain identification of the kiwi:

"I looked at __________ because the key asked if it has __________. This means it is a __________."

7. Define the term vertebrate in one short sentence:

8. Extension (optional, for advanced learners): Create a two‑step dichotomous key for these three organisms — tui (a flying bird), possum (a mammal), and cabbage tree (a plant). Write your key in 2–3 short lines.

Success criteria & Support

- I can use observable features to sort organisms into groups. (Success: correctly names Plant/Bird/Fish/Mammal)

- I can follow a dichotomous key and explain my choice using the sentence stem. (Success: complete stem sentence shows reasoning)

- Support for learners: use the vocabulary box (feathers, gills, leaves, backbone), work in pairs, and choose dyslexia‑friendly reading sheets if needed.

- Extension: design your own key for five local organisms or explain how a feature helps survival (e.g., feathers for flight).