Home Learning: Living Things and Habitats

Subject: Science | Year: 6

Estimated Time: 30-40 Minutes

Name: _________________________ Class/Set: ____________ Due Date: ____________

The Purpose

Why are we doing this? To consolidate your ability to classify living things into broad groups and explain how specific organisms are adapted to their local environment.

Instructions

1. Observe: Identify five different living things commonly found in a British garden or local park (for example: an Earthworm, a Daisy, a Blue Tit, a Holly Bush, and a Grey Squirrel).

2. Classify: Create a table in your exercise book using the headings below to categorise your five organisms. Use your knowledge of vertebrates, invertebrates, and plant groups (flowering or non-flowering).

Organism	Broad Group	Sub-Group (if known)
e.g. Earthworm	Invertebrate	Annelid

3. Explain: Choose one organism from your list. Write a short paragraph explaining two ways it is adapted to survive in its habitat. For example, think about how it stays safe, finds food, or copes with the British weather.

Success Criteria (Checklist)

☐ I have identified five different living things.

☐ I have correctly classified each organism into its broad biological group.

☐ I have used a clear table format for my classification data.

☐ I have explained two specific adaptations for one organism.

Challenge / Extension (Optional)

Research: Investigate the 'five kingdoms' of life. Beyond animals and plants, can you name one other kingdom and give an example of a living thing that belongs to it?

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⚠ TEACHER’S GUIDANCE & MARK SCHEME (DO NOT PRINT FOR STUDENTS)

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💡 Teacher’s Post-Task Briefing

1. Model Answers / Expected Outcomes

• Classification Table:
  • Blue Tit: Vertebrate | Bird.
  • Grey Squirrel: Vertebrate | Mammal.
  • Daisy: Plant | Flowering.
  • Holly Bush: Plant | Flowering.
  • Earthworm: Invertebrate | Annelid.
• Adaptation Paragraph (Example - Grey Squirrel): "The Grey Squirrel is adapted to its woodland habitat in several ways. Firstly, it has strong back legs and sharp claws which allow it to climb trees quickly to escape predators. Secondly, it has a thick fur coat that helps it to maintain its body temperature during the cold British winter months."
• Extension: Students may identify Kingdoms such as Fungi (Mushrooms/Mould), Monera (Bacteria), or Protista (Amoeba).

2. Common Misconceptions to Flag

• Invertebrate Identification: Students often mistake spiders for insects. Remind them that insects have six legs, while arachnids (spiders) have eight.
• Adaptation vs. Habit: Ensure students focus on physical or behavioural features that aid survival (e.g., 'camouflage') rather than simple actions (e.g., 'it likes to play').
• Plant Classification: Students may struggle to classify non-flowering plants like mosses or ferns; remind them that these reproduce via spores rather than seeds.

3. Classroom Discussion Starters (The 'Journey')

• The Linnaean Legacy: Why is it helpful for a scientist in the UK and a scientist in Japan to use the same classification system for a specific bird?
• Micro-habitats: If we looked at a single fallen log, how many different 'kingdoms' of life might we find living there at once?
• Human Impact: How might the adaptations of a city-dwelling fox differ from a fox living in the deep countryside?