This unit introduces pupils to the concept of categorisation. The objective is to encourage them to think about the different properties and function of objects - what they have in common, how they are different.

In the first series of activities, pupils sort pictures of forms of transport into different categories according to different criteria (those that fly, those that go in the water, those that have engines, and public or private transport).

In the second, more challenging series of activities, pupils are presented with pictures of animals sorted into two or three groups according to different criteria. They use clues to work out how the animals are categorised (with/without legs, fly/don't fly, live in/out of the water, lay eggs/live babies, vertebrates/invertebrates).

Activities can be done individually, in pairs or in small groups. If children work in pairs or groups, ask them to explain their reasoning to their partners and to agree on selections before moving on.

The topics of the unit provide obvious links to the science curriculum, but the concept of sorting and categorising can be applied to many areas of learning and investigation.

Extension:

• Reinforce categories of animals by using picture cards of other sets of animals. How many ways can learners sort them?
• Sort a collection of text according to purpose: signs, instructions, stories, information texts.
• Sort measuring instruments according to what they measure: length, weight, capacity.
• Sort pictures of artefacts and people from different historical periods: e.g. Viking, Egyptian, Roman.
• In groups, pupils create their own 'sorting challenge': other groups have to work out how they have sorted a collection of pictures or objects.