Y6 Autumn 1.1 · Living things · Scheme of Work & Lesson Plans

Scheme of work — at a glance

Seven lessons take pupils from "what counts as alive?" to Linnaeus's classification system, threading the block's enquiry question throughout. Each lesson runs the same structure — Arrival → Starter → I do → We do → Independent → Exit — in about 44 minutes, differentiated across three primary tiers.

#	Lesson	Learning objective	Key vocabulary
1	Conditions for life	Know what makes something living or non-living, and what living things need to survive.	organism, living, non-living, excretion, reproduction	Open →
2	Group organisms	Group animals and plants by observable features (vertebrates/invertebrates; flowering/non-flowering).	vertebrate, invertebrate, mollusc, arachnid, flowering plant	Open →
3	Classify animals	Use and create classification keys with closed yes/no questions to identify animals.	classification key, closed question, observable, identify	Open →
4	Classify plants	Classify plants with keys; distinguish flowering/non-flowering and deciduous/evergreen/coniferous.	deciduous, evergreen, coniferous, non-flowering, spores	Open →
5	Microorganisms	Know bacteria, viruses and fungi; that some are helpful and some harmful; that a microscope is needed to see them.	microorganism, bacteria, virus, fungi, microscope	Open →
6	Classify microorganisms	Classify microorganisms by shape/features and answer the block enquiry question.	classification, bacteria, virus, fungi	Open →
7	Carl Linnaeus	Know Linnaeus's classification system, its limitations, and how science has improved it.	classification, hierarchy, system	Open →

National Curriculum coverage

Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.
Give reasons for classifying plants and animals based on specific characteristics.

Working scientifically

Identifying scientific evidence used to support or refute ideas (L1).
Using and developing keys and other records to identify, classify and describe living things (L2–L6).
Reporting and presenting findings, including conclusions and explanations (L6–L7).

Vocabulary across the block

organismlivingnon-livingexcretionreproduction vertebrateinvertebratemolluscarachnid flowering plantnon-flowering plantclassification keyclassification deciduousevergreenconiferous microorganismbacteriavirusfungimicroscope

Assessment

A tiered exit ticket every lesson (Seedling / Sapling / Oak).
Interactive independent task self-checks understanding in the moment.
End-of-block assessment covers living/non-living, grouping, keys and microorganisms.

Prior learning & next steps

Builds on (Y5): life cycles and reproduction of plants and animals. Earlier (Y4): grouping and simple classification keys, habitats.

Leads to (KS3): cells, the five kingdoms, variation and adaptation.

How each lesson is built

Every lesson is a single interactive web page: six-phase structure with on-screen timings; three tiers on the four pupil-facing tasks; a short teaching video; a self-contained animation targeting the lesson's key misconception; TA Focus and Cold Call prompts; and a one-click print pack.

Differentiation tiers map to attainment bands: 🌱 Seedling = working towards · 🌿 Sapling = expected · 🌳 Oak = greater depth.

1

Conditions for life

LO: Understand what makes something living or non-living, and what living things need to survive.

🌱 SeedlingSorts living / non-living with picture and word-bank support.

🌿 SaplingGives evidence for "alive" using a life process (MRS GREN).

🌳 OakJustifies the tricky cases (car, flame, virus) with reasoning.

Lesson structure (≈44 min)

Phase	Min	What happens
Arrival	4	Year 5 recap — life cycles & reproduction; bridge to "reproduction is a sign of life".
Starter	5	"Is it alive?" thumbs task; surface the car / flame / leaf misconceptions.
I do 1	6	Define organism; introduce MRS GREN (video).
We do 1	6	Prove a dog and an oak are alive; "…because it can…" stems.
I do 2	4	Tricky cases + what animals vs plants need (animation: germinating plant bends to light).
We do 2	5	Sort living / non-living / tricky with evidence.
Independent	10	Alive Sorter + write three pieces of evidence for one organism.
Exit	4	Three tiered questions; preview the block enquiry question.

Misconceptions to address"Moves = alive" (car, flame); "plants don't move"; a fallen leaf is no longer living.

Resources: video Life Processes — MRS GREN; germinating-plant animation; Alive Sorter; TA Focus; Cold Call; print pack.

Open Lesson 1 →

2

Group organisms

LO: Group animals and plants by observable features — vertebrates and invertebrates, the five vertebrate groups, flowering and non-flowering plants.

🌱 SeedlingSorts animals into vertebrate / invertebrate.

🌿 SaplingNames a group and gives a feature as evidence.

🌳 OakSeparates vertebrate groups by feature; explains why a whale isn't a fish.

Lesson structure (≈44 min)

Phase	Min	What happens
Arrival	4	Recap L1 (is it alive? / MRS GREN); bridge to grouping.
Starter	5	"How would you group these animals?" — introduces the enquiry question.
I do 1	6	Vertebrate vs invertebrate + the five vertebrate groups (video).
We do 1	6	Sort animals: backbone or not, then which group and clue.
I do 2	4	Flowering vs non-flowering plants (animation: whale surfaces to breathe).
We do 2	5	Sort plants flowering / non-flowering; quick invertebrate check.
Independent	10	Grouping Sorter (Vertebrate / Invertebrate / Plant) + tiered write-up.
Exit	4	Tiered questions; preview classification keys.

Misconceptions to address"All sea animals are fish" (whale = mammal); "all plants have flowers"; the backbone decides — not size or shell.

Resources: video Vertebrates & Invertebrates; whale animation; Grouping Sorter; TA Focus; Cold Call; print pack.

Open Lesson 2 →

3

Classify animals

LO: Use and create classification keys with closed yes/no questions to identify animals.

🌱 SeedlingSpots a fair yes/no question vs an opinion.

🌿 SaplingUses a key correctly; writes a two-question key.

🌳 OakBuilds a three-question key and justifies the order.

Lesson structure (≈44 min)

Phase	Min	What happens
Arrival	4	Recap L2 (vertebrate/invertebrate, five groups).
Starter	5	"Twenty questions" — guess the animal using only yes/no questions.
I do 1	6	What a classification key is; closed & observable questions (video).
We do 1	6	Follow a key together to identify animals.
I do 2	4	Good vs poor questions (animation: a branching key builds).
We do 2	5	Turn opinion questions into fair, observable ones.
Independent	10	"Good question" sorter + build your own key.
Exit	4	Tiered questions; preview classifying plants.

Misconceptions to addressClassifying by habitat ("lives in water") or movement; opinion questions ("Is it cute?") in a key.

Resources: video Using a classification key; branching-key animation; question sorter; TA Focus; Cold Call; print pack.

Open Lesson 3 →

4

Classify plants

LO: Classify plants using keys; distinguish flowering / non-flowering and deciduous / evergreen / coniferous.

🌱 SeedlingSorts trees into loses-leaves / keeps-leaves.

🌿 SaplingNames the tree type and a feature.

🌳 OakUntangles evergreen vs coniferous (holly vs pine).

Lesson structure (≈44 min)

Phase	Min	What happens
Arrival	4	Recap L3 (classification keys).
Starter	5	"Odd one out" among a set of plants (and a fungus).
I do 1	6	Flowering vs non-flowering; introduce the plant groups (video).
We do 1	6	Classify plants with a key together.
I do 2	4	Deciduous / evergreen / coniferous (animation: deciduous drops leaves).
We do 2	5	Sort trees by type; name a feature.
Independent	10	Tree Sorter (deciduous / evergreen / coniferous) + tiered write-up.
Exit	4	Tiered questions; preview microorganisms.

Misconceptions to address"A mushroom is a plant because it has a stem" (it's a fungus); the new term coniferous (cones + evergreen).

Resources: video Deciduous & Evergreen Trees; leaves-falling animation; Tree Sorter; TA Focus; Cold Call; print pack.

Open Lesson 4 →

5

Microorganisms

LO: Know bacteria, viruses and fungi; that some are helpful and some harmful; and that a microscope is needed to see them.

🌱 SeedlingNames the three types; knows a microscope is needed.

🌿 SaplingGives a helpful and a harmful example.

🌳 OakArgues that not all bacteria are harmful, with evidence.

Lesson structure (≈44 min)

Phase	Min	What happens
Arrival	4	Recap L4 (plant groups).
Starter	5	"What grew on the bread?" — mouldy-bread discussion.
I do 1	6	What a microorganism is; bacteria / viruses / fungi; microscope (video).
We do 1	6	Sort examples helpful or harmful.
I do 2	4	The mouldy-bread investigation + myths (animation: mould spreads).
We do 2	5	Match each microorganism to what it does.
Independent	10	Microbe Sorter (Bacteria / Virus / Fungi) + tiered write-up.
Exit	4	Tiered questions; preview classifying microbes.

Misconceptions to address"All bacteria are harmful" (gut bacteria help digestion); "you can see microbes" (need a microscope).

Resources: video What are microorganisms?; mould animation; Microbe Sorter; TA Focus; Cold Call; print pack. Safety: mould-bread bags stay sealed.

Open Lesson 5 →

6

Classify microorganisms

LO: Classify microorganisms by shape and features, and answer the block's enquiry question.

🌱 SeedlingMatches shape to microbe type.

🌿 SaplingWrites a yes/no question for each type.

🌳 OakBuilds a full shape key and answers the enquiry question.

Lesson structure (≈44 min)

Phase	Min	What happens
Arrival	4	Recap L5 (microorganisms, helpful/harmful).
Starter	5	"Can you sort what you can't see?"
I do 1	6	Classify by feature/shape — same key skill, new subject (video).
We do 1	6	Build a shape key together.
I do 2	4	The three shapes; gather key questions (animation: shapes reveal).
We do 2	5	Classify described microbes by shape.
Independent	10	Shape Sorter (tail / spherical / tubes) + build a key.
Exit	4	Answer the enquiry question; preview Linnaeus.

Misconceptions to address"Microbes can't be classified" — they can, by shape and features (bacteria = tail, virus = spherical, fungi = tubes).

Resources: video Using a classification key; three-shapes animation; Shape Sorter; TA Focus; Cold Call; print pack.

Open Lesson 6 →

7

Carl Linnaeus

LO: Know Linnaeus's classification system, understand its limitations, and how science has improved it since.

🌱 SeedlingSorts "then / now" statements about his system.

🌿 SaplingStates one strength and one gap.

🌳 OakExplains why the model improved as tools improved.

Lesson structure (≈44 min)

Phase	Min	What happens
Arrival	4	Recap the whole block.
Starter	5	"Sort the world" — organise all life with no modern tools.
I do 1	6	Who Linnaeus was; his hierarchy of groups (video).
We do 1	6	Place organisms into a simple hierarchy.
I do 2	4	Limits of his model (animation: tree of life branches).
We do 2	5	Then vs now — what science added and why.
Independent	10	"Then & now" sorter + final answer to the enquiry question.
Exit	4	Tiered questions; block review.

Misconceptions to addressThat scientific models are fixed/perfect — Linnaeus missed microorganisms and didn't separate reptiles; science updates as evidence grows.

Resources: video Carl Linnaeus' Classification System (KS2); tree-of-life animation; then/now sorter; TA Focus; Cold Call; print pack.

Open Lesson 7 →