•  Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.

• Give reasons for classifying plants and animals based on specific characteristics.

Enquiry 1:  Is The Classification of Animals Helpful? Children will learn about Carl Linnaeus and how his method of sorting led to us recognising similarities among different living things.  This will help children to understand the purpose and origin of classification systems. They will also know some ways in which animals can be classified.  Children will use classification keys, learning that scientists classify living things to help explain relationships.  

Enquiry 2:  Are There Many Similarities Between Animals in The Local Area?

Pupils will explore their local area to identify and classify animals in the local area based on their characteristics. They will use and apply classification process to animals and record data using classification keys and tables.

Enquiry 3: How Can Plants Be Classified?

Pupils will use different ways to classify plants and to know the reasons why

this is useful for scientists. They will use and compare a different classification system.

Enquiry 4: Is There a Link Between Plant Groups and The Environment They Grow In? Pupils will create their own keys using the characteristics of plants found in local woodland.  Children will know that different plants need different environments. They will investigate plants that commonly grow in the area and

plants that do not. Children will select an appropriate way to record data. They will seek data using a different type of classification key.

Enquiry 5: Do Microorganisms Matter? 

This enquiry will introduce microorganisms, so children know the purpose of microorganisms and some ways in which microorganisms can be

classified. The children will set up an experiment and select ways to conduct

observations and record results. They will know the significance of the work of Joseph Lister.  Children will also use prior knowledge to select three locations where they think mould will spread fastest, setting up an experiment to

prove this.  They will present findings from enquiries and secondary source

research.

Enquiry 6: Revisit and Assess Knowledge from Previous Sessions

Research and create a fact-file to select some different plants and animals. Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.

Pupils should be taught to:

• Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.

• Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.

• Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Enquiry 1:  How Do Scientists Know That Living Things Have Changed Over Time?

Children to learn that fossils give us proof of evolution. Discover some examples of animals that we know have evolved because of fossils. Understand what the fossil record is.  Children will understand how scientists examine fossils to find out about the evolution of different species. They will use a range of fossils and/or images of fossils over time and both identify changes and observe changes identified by scientists.

Enquiry 2: How Does Variation Explain the Different Features and Characteristics of Living Things?

Children to understand that animals produce offspring with animals of the

same species. They will know the differences between species is called diversity

and the difference within species is called variation.  They will also learn how the individual members of a species have different characteristics from each other. Pupils will observe closely to identify inherited characteristics in a

range of living things. They will analyse how cross/selective breeding has led to animals with certain inherited characteristics. They will consider the advantages and disadvantages of selective breeding.

Enquiry 3: How Has Variation Led to Evolution?

Children to know that variation leads to natural selection which leads

to evolution and discover examples of this in nature. Children will learn how Charles Darwin conducted scientific studies to inform his theory of evolution.

They will analyse how different circumstances may lead to natural selection and evolution.

Enquiry 4: Do All Living Things Adapt in The Same Way?

Children will now learn about how animals adapt to survive by considering some of the different challenges particular habitats might bring, this will also include thinking about some of the possible implications of climate change.

Children will compare the adaptations of animals in different habitats. They will use and apply knowledge of climate change to consider what this means for the adaptation of living things.

Enquiry 5: How Have Plants in The Local Area Adapted?

This enquiry develops pupils understanding of how plants adapt to ensure that they get enough light and water. They will also know that, where relevant, plants have adapted to encourage pollination. Pupils will observe and raise questions about how local plants are adapted to their environment.

Enquiry 6: Revisit and assess the substantive knowledge from previous sessions