AC9SFI03: Record Observations and Find Patterns

Use the supplied structure

Record what was actually observed in the given boxes or rows. Use drawings, marks or words. With guidance, compare the completed records to identify a shared feature or a pattern in what happened.

Fill the correct group

Use two headings: feathers / no feathers. Cards show a duck with feathers, a pigeon with feathers and a dog with fur. Where does each card go?

Keep the record accurate

The observation says a ball rolled, but its row says slid. Should you keep the entry because it makes the rows look alike?

Describe only what the records support

A table records a ball rolling, a toy car rolling and a block sliding. What do the first two have in common? Can you say every object rolls?

Ready to move on

Use the provided headings Object / Material. Observations: spoon—metal; key—metal; block—wood. Fill the rows, then identify a shared material.

1. Picture record

Draw a simple before-and-after observation of a plant or object.

2. Simple table

Record one observation in each box of a teacher-provided table.

3. Find the pattern

Look across the records and complete: “I notice that …”

E1

using provided tables or graphic organisers to sort images or models of plants and animals into groups based on external features

Teaching example: Supply headings feathers and no feathers. Help children place observed animal pictures consistently and explain the shared feature.

E2

collaborating to create a floor or wall display to link images or samples of materials to images of observed objects

Teaching example: Provide Object and Material headings. Link samples or labelled drawings to the objects actually observed rather than guessing their materials.

E3

identifying common features of familiar groups of animals, such as fish, birds or reptiles

Teaching example: Compare the observed bird cards for a shared covering of feathers. Keep the statement tied to visible features in the examples.

E4

identifying patterns of movement of objects, with guidance, such as that balls roll easily in a straight line when pushed, or toy cars move in certain ways because of their wheels

Teaching example: Provide an object-and-movement table for a ball, block and toy car. Record the actual trials and identify any repeated movement with guidance.

E5

identifying patterns in uses of everyday objects made of similar materials, such as wood, plastic, metal or glass

Teaching example: Compare recorded material examples such as a metal spoon and key. Identify shared material use without claiming that every such object uses that material.