Vocabulary: Living Things and Habitats

Subject: Science | Year: 6

Name: _________________________ Class/Set: ____________ Date: ____________

Word	Definition	Example Sentence
Classification	The process of grouping living things based on their similarities and differences.	Scientists use classification to help them identify and study different animals.
Organism	An individual living thing, such as an animal, plant, or single-celled life form.	Every single organism in the pond plays a part in the local ecosystem.
Micro-organism	A living thing that is so small it can only be seen with a microscope.	Some types of micro-organism, like yeast, are very helpful in food production.
Vertebrate	An animal that has a backbone or spinal column.	A human is a type of vertebrate because we have a skeleton inside our bodies.
Invertebrate	An animal that does not have a backbone.	An earthworm is a common invertebrate found in school gardens.
Taxonomy	The scientific study of how living things are classified.	Carl Linnaeus is famous for his work in taxonomy and the way we name species.
Species	A group of similar organisms that can produce offspring together.	The tiger is a species of cat that is currently endangered in the wild.
Kingdom	One of the five main groups used to classify all living things.	All trees and flowers belong to the plant kingdom.
Fungi	Organisms such as mushrooms or mould that grow on decaying matter.	We found several types of fungi growing on the damp logs in the woods.
Bacteria	Tiny, single-celled organisms that can be found almost everywhere.	It is important to wash your hands to remove any harmful bacteria.

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⚠ TEACHER’S GUIDANCE

Pedagogical Opportunities & Misconception Alerts 💡

• Model: When introducing Classification, use a 'Decision Tree' or 'Branching Key' to demonstrate how scientists move from broad categories (Kingdom) to specific ones (Species).
• Misconception Alert: Many Year 6 students believe that Fungi are plants because they grow in the ground and do not move. Explain: Highlight that fungi cannot make their own food through photosynthesis, which is why they belong to their own Kingdom.
• Oracy Task: Ask students to Contrast a Vertebrate with an Invertebrate. Encourage the use of 'Tier 2' connectives such as 'whereas' or 'conversely' to elevate their academic register.
• Scientific Enquiry: Use a microscope or high-powered magnifying glass to observe bread mould. This provides a concrete experience of a Micro-organism and Fungi in a classroom setting.