Learning intention
- Living Things and External Features
Foundation Science · AC9SFU01
Living Things and External Features
observing fruits and vegetables and identifying them as parts of plants such as roots, flowers, fruits or leaves
Ready to project and teach
Learning goalsSay it simply
Clean visual examplesOne-page board
Clean one-page examples
AC9SFU01 - Living Things and External Features
Example 1
observing fruits and vegetables and identifying them as parts of plants such as roots, flowers, fruits or leaves.
Example 2
recognising humans as animals, describing external features of humans and exploring similarities and differences compared with other animals.
Example 3
using magnifying glasses or digital cameras to observe and identify external features of plants and animals.
Example 4
sorting collections of model animals and explaining different grouping strategies.
Curriculum examplesCurriculum examples
Elaboration expansion and examples 1
- E1: observing fruits and vegetables and identifying them as parts of plants such as roots, flowers, fruits or leaves.
- E2: recognising humans as animals, describing external features of humans and exploring similarities and differences compared with other animals.
- E3: using magnifying glasses or digital cameras to observe and identify external features of plants and animals.
Elaboration expansion and examples 2
- E4: sorting collections of model animals and explaining different grouping strategies.
- Learn: Observe → Name features → Compare → Group → Explain Goal: identify external features of plants and animals and explain a sensible grouping rule using what can be seen.
- Teach It: Look closely at visible features
Elaboration expansion and examples 3
- Apply the Idea: Group by an observable rule: Body covering Group animals as feathers / fur / scales . Movement feature Group animals by visible features such as wings / fins / legs . Plant feature Group plants by visible features such as flowers / no flowers or broad / narrow leaves . Important: more than one sensible grouping rule can be correct. The student should state the rule and use visible evidence.
Teach, ask and checkTopic-aligned
AC9SFU01 · Living Things and External Features
Learning focus: Look closely at what can be seen on the outside of living things, name those features and use them as evidence for sorting and grouping.
Model it: sorting collections of model animals and explaining different grouping strategies.
Ask the learner: Ask the learner to use a new example and explain how it demonstrates Look closely at what can be seen on the outside of living things, name those features and use them as evidence for sorting and grouping..
Look for: Look at two plants or two animal pictures. Name a visible feature they share, one difference and a rule for grouping them.
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.
Exit ticketIndependent check
One fresh example
Ask the learner to use a new example and explain how it demonstrates Look closely at what can be seen on the outside of living things, name those features and use them as evidence for sorting and grouping..
Ready to move on when: Look at two plants or two animal pictures. Name a visible feature they share, one difference and a rule for grouping them.
Curriculum alignmentStart here
Curriculum
- Living Things and External Features
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