Year 3 Science · AC9S3U01

Compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals

Students learn to compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals. They use the visual…

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Learning goalsSay it simply

Students learn to compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Learning routine: Observe → Model → Investigate → Record → Explain

Success looks like

  • Recognise living
  • Use non-living
  • Explain life cycle
  • Apply in a new context
  • Justify with evidence
Clean visual examplesOne-page board

Clean one-page examples

AC9S3U01 - Compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals
Example 1

seedling: grows and needs water rock: does not grow by life processes butterfly: develops and reproduces

Example 2

living non-living life cycle

Example 3

1. Model and notice Use the visual model to identify living, then explain the important features. seedling: grows and needs water rock: does not grow by life processes butterfly: develops and reproduces use more than one characteristic

Example 4

2. Apply and compare Apply non-living to a new example and compare the result. 1 seed / egg 2 young organism 3 growth and development 4 adult 5 reproduction

Curriculum examplesCopied content

The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning.

  • Content description: compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals
  • E1: classifying a collection of objects as living, once living or non-living and explaining their reasoning
  • E2: observing and describing differences between metamorphic (such as butterflies, beetles or frogs) and non-metamorphic life cycles of animals, including humans
  • E3: comparing the physical characteristics of an animal such as a frog or moth with its activity at different stages of its life cycle
  • E4: representing stages of a plant or animal’s life cycle using drawings, digital photographs, graphic organisers or concrete materials
  • E5: investigating how First Nations Australians understand and utilise the life cycles of certain species (teaching context)
Questions and answersWith answers

Core idea: Students learn to compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Remember

  • Recognise living
  • Use non-living
  • Explain life cycle
  • Apply in a new context
  • Justify with evidence

Important questions

  • Which evidence best shows that a seed is living? Explain using the model or evidence above.
  • Complete the characteristic. Explain using the model or evidence above.
  • Explain classify using several living characteristics. Explain using the model or evidence above.
  • Correct: Movement always means living. Explain using the model or evidence above.
Practice and reviewReady for practice
  • Movement always means living — Cars and clouds can move without carrying out all life processes.
  • Feature named without effect — Explain how the feature changes meaning or outcome.
  • One example treated as a rule — Test the idea with another example.

Read the topic guide and use the teacher slide for instruction. Students can then use the worksheet for written work, open Practice for supported feedback, or take the Test when they are ready.

Curriculum alignmentStart here

Students learn to compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Learning routine: Observe → Model → Investigate → Record → Explain

Success looks like

  • Recognise living
  • Use non-living
  • Explain life cycle
  • Apply in a new context
  • Justify with evidence
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