3. National Curriculum Statements linked to this Unit 4b to classify living things into the major taxonomic groups 5a about ways in which living things and the environment can be protected, and the importance of sustainable development 5b that habitats support a diversity of plants and animals that are interdependent 5c how some organisms are adapted to survive daily and seasonal changes in their habitats

4. 5d how perdition and competition for resources affect the size of populations 5e about food webs composed of several food chains, and how food chains can be quantified using pyramids of numbers

5. CLASSIFICATION Every living thing may be placed into one of two groups :-

6. CLASSIFICATION © T.P.THOULD

8. VERTEBRATES Animals that have vertebrae - a backbone, a spine

9. INVERTEBRATES Have no backbone - no vertebrae, no spine

11. FLOWERING Have flowers which may be brightly coloured or dull. The flowers make the seeds.

12. NON-FLOWERING Do not make flowers but have cones, spores or some other way to reproduce

13. ANIMALS VertebratesInvertebrates Cat elephant Worm slug List some examples of each type of animal

14. PLANTS FloweringNon-flowering List some examples of each type of plant

15. BY NOW YOU SHOULD KNOW….. That all living things can be split up into two groups That all animals can be split up into two groups That all plants can be split up into two groups

16. CLASSIFICATION SUMMARY

17. VERTEBRATE GROUPS

18. INVERTEBRATE GROUPS

19. FLOWERING GROUPS

20. NON-FLOWERING GROUPS

21. GROUP CHARACTERISTICS Mammals Vertebrates Warm blooded Have hair or fur Young are born live not in an egg Mothers feed young on milk from special glands

22. BIRDS Vertebrates Warm Blooded Have feathers Lay hard-shelled eggs

23. FISH Vertebrates Cold Blooded Scales cover their body Live in water Have Gills to breathe Have fins

24. REPTILES Vertebrates Cold Blooded Dry Scales cover the body Lay eggs with tough leathery shell

25. AMPHIBIANS Vertebrates Cold Blooded Have lungs Smooth moist skin Lay eggs in water Live on land and in water

26. What other groups are there?

27. A DICHOTOMOUS KEY Used to identify Plants or Animals by answering a series of questions about what they look like, each of which have a choice of two answers - DICHOTOMOUS = Two choices ALWAYS START AT QUESTION ONE EVERYTIME

28. Imagine that you do not know the names of the above animals. Use the Dichotomous Key to identify them:- Q1Is it mainly black?……………If yes go to Q2 …………….If no go to Q3 Q2Does it have six legs?…………If yes = Black Ant ………….If no = Collie Dog Q3Does it have wings?…………..If yes = Butterfly …………...If no = Grayling AB CD

29. A B C D E F Q1Is it mainly green?……………….If yes go to Q2 …………...….If no go to Q3 Q2Does it have six legs?………...….If yes = Grasshopper ……...….If no Frog Q3Does it have wings?……………..If yes = Go to Q4 …………...If no = Go to 5 Q4Is it black?……………………....If yes = Swift …………………If no = Ladybird Q5Does it have legs & pincer……..If yes = Crab ………..If no = Snake

30. Try writing your own Dichotomous Key Q1 AB CD

31. This together with the increase in Bacteria which decompose the dead plants, reduces the Oxygen levels dramatically. Many aquatic animals die due to lack of Oxygen Nitrate Pollution NitratesNitrates leached into pond Bacteria

33. THE KNOCK ON EFFECT What happens to the numbers in a food chain if one of the links in the chain is reduced in numbers? Foe example - The rabbits get the disease Myxomatosis making their numbers fall by half. Insecticide from the farmers spray kills most of the ladybirds and butterflies. In both cases the food supply of other animals and the food eaten by the Rabbits, ladybirds and Butterflies are affected

34. What happens to the NUMBERS of each of these?

35. Time in Years Number of Animals Rabbits Eagles PREDATOR / PREY RELATIONSHIP What does this graph tell you about the relationship between Predators and Prey numbers?

36. Time in Years Number of Animals Rabbits Eagles PREDATOR / PREY RELATIONSHIP How do you explain the change in numbers of the Predators and Prey?

37. PREDATOR / PREY RELATIONSHIP As the numbers of prey rise this is then followed a little while later by a rise in the numbers of predators. As the numbers of prey falls this is then followed by a reduction in the numbers of predators. As the prey is the food supply for the predators their numbers obviously affect the numbers of the predators. With more food the predators are healthier and can support larger families.