Learning intention
- represent observations in provided templates and identify patterns with guidance
Foundation Science · AC9SFI03
Record Observations and Find Patterns
using provided tables or graphic organisers to sort images or models of plants and animals into groups based on external features Learning connection: We can record…
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Clean one-page examples
AC9SFI03 - AC9SFI03: Record Observations and Find Patterns
Example 1
using provided tables or graphic organisers to sort images or models of plants and animals into groups based on external features Learning connection: We can record observations using pictures, marks, words or simple tables. Looking across the records can help us notice a pattern.
Example 2
collaborating to create a floor or wall display to link images or samples of materials to images of observed objects Learning connection: We can record observations using pictures, marks, words or simple tables. Looking across the records can help us notice a pattern.
Example 3
identifying common features of familiar groups of animals, such as fish, birds or reptiles Learning connection: We can record observations using pictures, marks, words or simple tables. Looking across the records can help us notice a pattern.
Example 4
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 Learning connection: We can record observations using pictures, marks, words or simple tables. Looking across the records can help us notice a pattern.
Curriculum examplesCurriculum examples
Elaboration expansion and examples 1
- E1: using provided tables or graphic organisers to sort images or models of plants and animals into groups based on external features Learning connection: We can record observations using pictures, marks, words or simple tables. Looking across the records can help us notice a pattern.
- E2: collaborating to create a floor or wall display to link images or samples of materials to images of observed objects Learning connection: We can record observations using pictures, marks, words or simple tables. Looking across the records can help us notice a pattern.
Elaboration expansion and examples 2
- E3: identifying common features of familiar groups of animals, such as fish, birds or reptiles Learning connection: We can record observations using pictures, marks, words or simple tables. Looking across the records can help us notice a pattern.
- 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 Learning connection: We can record observations using pictures, marks, words or simple tables. Looking across the records can help us notice a pattern.
Elaboration expansion and examples 3
- E5: identifying patterns in uses of everyday objects made of similar materials, such as wood, plastic, metal or glass Learning connection: We can record observations using pictures, marks, words or simple tables. Looking across the records can help us notice a pattern.
- Record observations so they can be compared: Day 1: 2 leaves Day 3: 3 leaves Day 5: 4 leaves Pattern: the number of leaves increased. Think aloud: Describe what is observed first, then use that evidence to explain the idea.
- A pattern must come from the records: Point to the observations that support the pattern. Do not choose a pattern just because it sounds likely.
Teach, ask and checkTopic-aligned
AC9SFI03 · AC9SFI03: Record Observations and Find Patterns
Learning focus: represent observations in provided templates and identify patterns with guidance
Model it: 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 Learning connection: We can record observations using pictures, marks, words or simple tables. Looking across the records can help us notice a pattern.
Ask the learner: Name one way to record an observation.
Look for: The learner can represent observations in provided templates and identify patterns with guidance in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Review hints and exit ticketReady for practice
Assessment-style questions and review hints 1
Questions
- Name one way to record an observation.
- What is a pattern?
Review hints
- Main idea: We can record observations using pictures, marks, words or simple tables. Looking across the records can help us notice a pattern.
- Useful routine: Observe → Record → Look across results → Notice pattern → Describe
Assessment-style questions and review hints 2
Questions
- Why use the same template each time?
- What evidence should support a pattern statement?
Review hints
- represent: show information in another way
- template: a provided structure for recording
Exit ticket
- Name one way to record an observation.
- What is a pattern?
- Why use the same template each time?
- What evidence should support a pattern statement?
Curriculum alignmentStart here
Curriculum
- represent observations in provided templates and identify patterns with guidance
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