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worksamples: Changes

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COGs string: C

KLA: Science and Technology

Stage: ES1

Year: Kindergarten

Point in time: June 2008

Learning experience:
Growth and change

Context:

Students completed the activities in the SciTech lesson and the task sorting pictures into plant and animal groups. As an additional task, students were given a variety of animals with different characteristics (eg. skin covering, habitats, number of legs).

 

After discussion regarding the characteristics of the animals, students sorted the animals into four distinct categories and pasted the pictures into four separate boxes based on their understanding of similarities and differences..

 

Students were asked to explain why they placed the animals into each group and how they might change their choices if they were to complete the task again. Questions included:
  • why did you place this animal in this group?
  • what do all of these animals have in common?

After working on the Changes unit with a focus on animals, we organised an excursion to David Fleay’s Wildlife Park on the Gold Coast. We observed animals in their natural environments. While observing the animals, the ranger discussed their physical characteristics and their habitats.

This observing and exploring allowed the students to gain a good understanding of animals prior to completing the task on returning to school.

Outcomes:

LTES1.3 Identifies ways in which living things are different and have different needs

  • living things differ from non-living things
  • there is a diversity of living things
  • living things can be categorised into groups that have similarities and differences, e.g. appearance, habitat, movement, food.

INVES1.7 Investigates their surroundings by observing, questioning, exploring and reporting

  • makes observations using all senses and responds to questions about ways to find out
  • suggests simple classifications based on physical properties
  • makes collections and identifies features of items collected
  • tells others about what has been found out
  • explains own ideas about reasons for patterns and trends in items collected.

Assessment strategy:

The teacher:

  • observes students sorting the pictures into four groups (animals) and asks questions relating to why animals were placed into the groups.

Assessment criteria:

The student:

  • identifies similarities and differences in animals.
  • groups animals using a common criteria.