Lesson video

Hi everyone, it's Ms. (indistinct) here.

I hope that you are well and that you've had a great day so far.

So welcome to the next science lesson, and we're going to be thinking about how and why we group animals.

So within this lesson we're going to be thinking about comparing animals, so thinking about animals and things that are similar between them, but also things that are different.

We've got lots of learning to do today, so let's get started.

(mouse clicks) So the outcome for our lesson today is, I can explain how animals can be grouped using observable characteristics.

So we're going to talk through some keywords now, and some of these words you may have already known before, some of you may have seen them in other lessons, but some of you might not be so sure on what they mean.

But don't worry, because we're going to go through them in today's lesson.

So we've got classify, identify, vertebrate, invertebrate, and classification key.

So I'm going to put up the definitions now and what I'd like you to do is with your partner, take turns to read the sentences out aloud.

Once you've done that, click continue, and we'll continue with the lesson.

Super job everyone, well done.

So our lesson today is split up into three sections.

So we're going to start off with thinking about vertebrates and invertebrates, we're then going to move on to groups within vertebrates and invertebrates and, finally, we're going to be creating classification keys.

So we've got lots of learning to do today, so let's get started with the first part of the lesson all about vertebrates and invertebrates.

So there are millions of species of animals living on planet Earth, and scientists are discovering new ones all the time.

Scientists classify or group animals to make it easier to identify, name, and learn more about them.

Scientists who specialise in identifying and classifying animals are called taxonomists.

Have a go at saying that for me.

Excellent, well done.

It's quite a tricky word to say.

When a new animal is discovered, taxonomists look at the similarities and differences between it and other animals to decide which group it belongs in.

Do you know any names of the groups taxonomists use for different animals? Have a think with your talk partner.

Great job everyone.

So one way taxonomists can classify animals is by sorting them into vertebrates and invertebrates.

So vertebrates are animals that have a spine or backbone and an internal skeleton.

You may want to jot that note down because it's quite an important factor for today's lesson.

So here are some examples of vertebrates, and invertebrates do not have a spine or internal skeleton.

So those are two really key points for today's lesson, so I suggest you pause the video here and maybe on your whiteboard just jot down the definitions of vertebrates and invertebrates, just so you can use that knowledge throughout today's lesson.

So let's do a quick check of our learning.

Which of these animals are invertebrates? So we've got, A, human, B, shark, C, caterpillar, D, worm, E, crocodile.

So which of these animals are invertebrates? Have a think.

Super job, we've got caterpillar and worms. These animals are invertebrates.

Super job, everyone.

So if invertebrates don't have skeletons, how are their bodies supported and their organs protected? So, Jun's having a little think about invertebrates and he has a question.

So here we've got some examples of invertebrates.

So some invertebrates have a hard outer covering that protects their body, this is called an exoskeleton.

And so here we've got a few examples here of animals that are invertebrates with exoskeletons.

As the animal grows, they moult their exoskeleton and their fresh outer layer hardens to form a new larger exoskeleton.

Some invertebrates have a body filled with fluid that supports their body and helps them to move, this is called a hydrostatic skeleton.

This is a new keyword you may not have heard of before, so let's just recap this.

So some invertebrates have a body filled with fluid and that supports their body and helps them to move, for example, a jellyfish.

And this is called a hydrostatic skeleton.

You might want to jot down that keyword as well in your notes for today's lesson.

Let's do a quick check of our learning.

Which of these invertebrates have hydrostatic skeletons? We've got, A, slug, B, millipede, C, ladybird, D, octopus.

Have a think back to the learning we've just done about hydrostatic skeletons.

If you need to, go back to the slide just before just to recap your memory, have a go answering this question.

Super job, we've got slug and we've got an octopus.

So a slug and an octopus have hydrostatic skeletons.

Well done, everyone.

Some animals can be difficult to classify into the vertebrate or invertebrate group because of the way they look.

So we've got a tortoise and a crab here, and Izzy says, "These animals both have hard shells on their backs.

I think they are both invertebrates with exoskeletons." Jacob here says, "The turtle is a reptile which is a vertebrate, so I think the crab is too.

Its hard shell is its backbone." What do you think? So pause the video here.

Have a think about what Izzy has said, have a think about what Jacob has said and talk with your talk partner.

What do you think about what they've said? Do you agree with any of them or do you think something different? Super job, everyone.

Well done.

So the crab's shell is part of its exoskeleton, it has no internal skeleton.

It is an invertebrate.

And the tortoise is a reptile, it has a spine and an internal skeleton so it is a vertebrate.

So the crab here is an invertebrate, whereas the tortoise here is a vertebrate.

Well done if you've got that correct.

So let's move on.

Aisha says, "These animals are both very bendy and neither of them has arms or legs.

I think they both have bodies filled with fluid rather than an internal skeleton." So Aisha and Laura here are looking at these two animals, we've got an earthworm and a snake.

So we've thought about and read about what Aisha's thoughts are, so let's have a read of what Laura thinks.

So Laura thinks, "I know the snake is a reptile so it must be vertebrate.

I think they are both vertebrates." What do you think? So we've got an earthworm here and a snake.

So Aisha is saying they're both very bendy, neither of them have arms and legs, they both have bodies filled with fluid rather than an internal skeleton.

So that's what Aisha is thinking, but Laura's actually thinking a little bit different.

She knows that a snake is a reptile so it must be a vertebrate, and so she's then thinking the earthworm is also a vertebrate.

So what do you think, do you agree with Aisha, do you agree with Laura or do you think something completely different? Have a think with your talk partner.

Super job, everyone.

Well done.

So the snake is a reptile; it has a spine and an internal skeleton so it is a vertebrate, and the earthworm has no internal skeleton so it is an invertebrate.

So the snake here is a reptile and it has a spine and it's an internal skeleton, so it's a vertebrate, whereas the earthworm is an invertebrate.

Well done if you got that correct everybody.

Let's do a check of our learning.

Which of these animals are vertebrates? A, garden snail, B, horseshoe crab, or, C, adder.

Have a think.

Super job.

The answer is C, adder.

Well done, everyone.

So we're going to move on to the first task for today's lesson.

So Sam has classified some animals into vertebrates and invertebrates, but she has made some mistakes.

So the first part of the task I would like you to spot her mistakes, and then I would like you to explain why she might have made each mistake.

So what I would like you to do is pause the video here, and you may want to print out this slide or draw your own version of how Sam has classified her animals.

So the first thing you need to do is spot the mistake, and then I would like you to explain why she might have made each mistake.

Now in explaining you can either write a few sentences or you can talk about it with your talk partner, or in small groups.

Have a go at this task and we'll talk through some example answers really soon.

Off you go.

Super job, everybody.

Well done.

So we're going to first think about some of her mistakes.

So the lobster and the eel here are two of the errors that Sam has made.

So the lobster should be with the invertebrates because it has no spine or internal skeleton.

Sam might have thought its hard covering is a backbone, but it is an exoskeleton.

And the eel here, the eel should be with the vertebrates because it is a fish so it is a vertebrate with a spine.

Sam might have thought it was an invertebrate because it's very bendy and flexible like a worm.

Did you get these answers too? Well done for having a good go at this task everyone, super job.

So we've covered the first part of the lesson all about vertebrates and invertebrates, so we're going to use that knowledge now to move on to the second part of today's lesson.

So we're going to think about now groups within vertebrates and invertebrates.

So vertebrate animals can be further divided into groups.

Can you remember any of the vertebrate groups? Can you remember? Well done, everyone.

So all of these animals belong to the same group, except one.

Can you spot which one? So we've got a chaffinch, a bat, a penguin, and a kingfisher.

Super job, everyone.

The bat doesn't belong in this group.

The rest of these animals are birds.

Well done, everyone.

All of these animals belong to the same group, except one.

Can you spot which one? So which one is the odd one out of these animals? We've got a bat, a shark, a rhinoceros, and a orca.

Great job, the shark doesn't belong in this group, the rest of these animals are mammals.

Well done, everyone.

All of these animals belong to the same group, except one.

Can you spot which one? So we've got a tang, a shark, a eel, and an axolotl.

Which of these is the odd one out, and can you think about telling me why? Great job.

So the axolotl doesn't belong in this group, the rest of these animals are fish.

Super job, everyone, so far you're doing such a great job.

Let's move on to the next question.

All of these animals belong to the same group, except one.

Can you spot which one? So we've got an axolotl, a newt, a turtle, and a frog.

So which one is the odd one out? Great job.

So the turtle doesn't belong in this group, and the rest of these animals are actually amphibians.

Well done, and there's lots of keywords that we've looked upon in the last couple of slides, so well done for having a good go at all of these questions and taking note of those keywords as well.

Well done.

Let's move on to the next one.

All of these animals belong to the same group, except one.

Can you spot which one? We've got a turtle, a crocodile, chameleon, and an armadillo.

So which one is the odd one out? And have a think about why.

Great job.

So the armadillo doesn't belong in this group, and the rest of these animals are actually reptiles.

Well done, everyone.

So let's do a check of our learning.

Which vertebrate group do these animals belong to? So we've got, A, rabbit, B, lizard, C, toad, D, swan and, E, salmon.

So I want you to pause the video here and think of which vertebrate group do these animals belong to.

Have a think, maybe jot down your ideas on your whiteboard and we'll go through the answers really soon.

Great job, everyone.

Well done.

So the, A, rabbit is a mammal, the lizard is a reptile, the toad is an amphibian, the swan is a bird, and the salmon is a fish.

Well done, everyone.

Great job.

So let's move on.

Invertebrates can also be classified into further groups, including insects, arachnids, crustaceans, and molluscs.

So here are some examples of some invertebrates.

So insects have six legs, a body divided into three segments and a pair of antennae.

Some common insects are beetles, bees, butterflies, and ants.

Arachnids have eight legs and a body divided into two sections.

Some common arachnids are spiders, harvestmen, scorpions, and ticks.

Maybe you've heard of this group before, of arachnids.

We're now going to move on to crustaceans, and they have a hard exoskeleton and two pairs of antennae.

And some common crustaceans include crabs, lobsters, shrimp, and barnacles.

So maybe you've heard of some of these animals before.

And molluscs have a very soft body, and they have hydrostatic skeletons, some also have shells.

And some common examples of molluscs include slugs, snails, squid, and octopuses.

Have you seen any of these animals before? Great job, everyone, so far.

Well done.

So let's do a check of our learning.

So for this task we need to complete the sentences using the correct groups.

So we've got insects, arachnids, crustaceans, and molluscs.

So I'm going to read the second parts of the sentences to you, and then I want you to pause the video here and then see how you can complete the sentences using the correct groups.

So A is, this group has two pairs of antennae and a hard exoskeleton.

B, this group have a body in two sections and eight legs.

C, this group have a very soft body and some have shells, and, D, this group of animals have six legs and a body divided into three sections.

So pause the video here, if you need to, go back to the last couple of slides just to refresh your memory before you have a go at this question.

Have a go, and we'll talk through the answers really soon.

Super job, everyone.

Well done.

I know there's quite a lot of keywords in there, and some of them are quite tricky to say and understand.

We've done such a great job.

So, A, crustaceans have two pairs of antennae and a hard exoskeleton.

B, arachnids have a body in two sections and eight legs.

C, molluscs have a very soft body and some have shells, and, D, insects have six legs and a body divided into three sections.

Super job, everyone.

Well done.

So we're going to move on now.

We can use classification keys to help us identify unfamiliar animals, and maybe you have seen a classification key in one of your other subjects at school.

Classification keys have a series of yes or no questions about the observable characteristics of living things.

And, remember, observable characteristics are things that we can see.

Each question leads you to a new question until you identify the living thing.

So a classification key is made up of yes and no questions, and this will help us to identify living things.

Let's do a check of our learning.

Which of these questions could not be used on a classification key? Now, remember, we've just said that on a classification key the questions have to be yes or no questions.

So we've got, A, does it have feathers? B, how many legs does it have? C, can it breathe underwater? D, does it have sharp claws? E, is it furry? So the question is, which of these questions could not be used on a classification key? Have a think.

Great, So B is the answer, how many legs does it have? Now the reason this could not be used in a classification key is because the answer to this question is not yes or no.

It could be two, three, four, et cetera.

So it's important that we remember when creating a classification key that we only have questions that have an answer of yes or no.

Well done, everyone.

So let's move on to the next task for this lesson.

So I would like you to use a classification key to identify the invertebrate.

So we've got five different invertebrates here, and in the next slide I'm going to show you a classification key and I would like you to use that classification key to identify the invertebrates.

So here's a classification key, if you want to you maybe can print out the different animals and you can move them around if you print out this classification key as well, to help you identify the animals.

Have a go at this task ans we'll talk through the answers really soon.

Off you go.

Super job, everyone.

Well done.

So, well done for using your classification key to identify the invertebrates.

So number one was the wasp spider which is an arachnid, number two was a sea snail which is a mollusc, number three was a praying mantis which is an insect, four was a woodlouse which is a crustacean, five was a cuttlefish which is a mollusc.

Super job, everyone.

Well done.

So we're now going to move on to the final part of today's lesson, so we're going to be thinking about creating classification keys.

So we can use our knowledge of similarities and differences between animals to create classification keys.

Sofia has five invertebrates that she found in the school grounds and would like to create a classification key to help other children identify them, and learn more about invertebrate groups.

So here are some of the invertebrates that Sofia has found.

What are the observable characteristics of the animals Sofia has found? So pause the video here, have a think with your talk partner.

What are the observable characteristics of the animals Sofia has found? Think about things that are similar between these animals, but also have a think about things that are different.

Off you go.

Great job, everyone.

Well done.

So we can use these to create a classification key.

So to create a classification key, we first need to ask yes or no questions that will divide these animals into two groups based on their observable characteristics.

So Sophia says, "Does the animal have legs?" So if we start off with that question, does the animal have legs, and we have a yes answer, and we and we also have a no answer.

So we Know that the bee and the spider go in the yes part, and so does the ant, and the snail and the slug go in the no part.

So, Sofia still has more than one animal at the end of each branch of her key.

So we need to think about asking another question now, to split the animals even further.

So she asks another question to divide the group on the no branch.

So Sofia asks, "Does the animal have a shell?" So from this the yes will go for the snail and no will be a slug.

So notice how we've had to ask another yes or no question to split that no group even further.

So Sofia asking questions until she has only one animal left at the end of each branch.

So she then asks, "Does the animal have wings?" So know that the bee is in the yes and the spider and the ant are in the no, but we still need to ask one more question to split apart the spider and the ant.

SO she then asks, "Is the body divided into two sections?" We've got a yes and we've got a no.

So for the yes would be a spider and for the no would be an ant.

So this is the classification key that has been created to group all of the different animals that she had found.

So, Sofia has created her classification key, now it's really important to remember, again, that only yes or no questions have been asked and these questions will help to group Sofia's animals.

So let's do a check of our learning, which question could we use to divide these animals into two groups? So we've got a horse, a cat, a chicken and a human.

So, A, does is have four legs? B, can it walk? C, is it a vertebrate? D, how does it find food? So which question could we use to divide these animals into two groups? What do you think? Great job, everyone.

The answer is A, does it have four legs? Let's go onto our next question to check our learning.

Which question could we use for the last branch of this classification key? A, does it have two legs? B, how many wings does it have? C, does it have an internal skeleton? Or D, does it have feathers? What do you think? Super job, everyone.

Well done.

The answer is D, does it have feathers? So let's move on to the next task now.

So what I'd like you to do is choose four to six of these animals and create a classification key to help others identify them.

So let's go through these animals first.

We've got a red ghost crab which is a crustacean, we've got an octopus which is a mollusc, a scorpion which is an arachnid, a red admiral butterfly which is an insect, a tang which is a fish, a kingfisher which is a bird, a python which is a reptile, and a poison dart frog which is an amphibian.

So choose four to six of these animals and create a classification key.

And, remember, in a classification key we must only ask yes or no questions.

So pause the video here and have a go at creating your own classification key to identify these different animals.

If you need to, go back to the last couple of slides and have a look at the example classification keys to maybe give you some ideas of how you can group these animals initially.

Have a go, and we'll talk through an example answer really soon.

Super job, everyone.

Well done.

So here is an example.

So Alex says, "Here's my classification key.

Is yours similar?" So he started off with "Does the animal have wings?" We've got a yes and a no.

So under the yes he's then asked, "Does the animal have antennae?" So for yes it's a Red Admiral butterfly which is an insect, and no, a kingfisher as a bird.

And under the initial question we've got no, and then he's asked, "Does the animal have an exoskeleton?" For yes, the answer would then be a Red Ghost crab which is a crustacean, and under no would be an octopus which is a mollusc.

So did you choose similar animals to Alex, or did you choose some different ones? And did you ask the same questions as Alex or was yours a little bit different? Maybe you can compare your work with your partner.

Well done, everyone, for having a good go at this task.

I know it was a little bit tricky to come up with the questions, but you all did a fantastic job.

So well done.

We've now come to the end of today's lesson, so let's do a summary of our learning.

Scientists classify animals to make it easier to identify, name, and learn about them.

Animals can be classified by looking at similarities and differences in their observable characteristics.

And, remember, observable characteristics are things that we can see.

Animals can be divided into vertebrates and invertebrates, then grouped again within these categories.

We can create classification keys for animals by asking a series of yes-no questions about their observable characteristics.

Now, well done everyone, we've covered a lot of content in today's lesson and it involved lots of different keywords, but also looking really closely at lots of different animals.

You've done such a great job with your learning, so well done everybody.

Have a great rest of the day, and I'm sure I'll see you in the next lesson really soon.

Bye-bye.