*New Science Syllabus (2024)* – Stage ES1

Observations and questions spark curiosity

Living things have characteristics that help them survive in their environment

Students making habitats during the Living Things for Kindi program

Program Overview

This program is designed for ES1 students that are focusing on how living things have characteristics that help them survive in their environment.

Learning Intention and Success Criteria

Learning Intention 

Students are learning that living things have characteristics that help them to survive in their environment 

Success Criteria 

I can observe and group animals based on their characteristics and justify my grouping 

I can describe how a living thing can get air, water and energy to survive in its environment 

I can identify and describe how I use my senses 

I can use a magnifying glass to help me look at things closely 

Learning Experiences

Grouping insects by examining their features 

Students are introduced to the many different types of animals that live in Bournda National Park. They learn how scientists group animals and discuss some of the different features of living things. They use insect models to help support them to understand the features of an insect and how these features can be used to group them. Students complete a jigsaw of an insect and then examine some insects through a digital microscope. The digital microscope is then used to support the students to create a detailed line drawing of an insect, focusing on the features of an insect. 

Students go on a short nature trail and use their own ‘detective eyes’ to discover the living things that they find along the way. They compare the characteristics of living and non-living things that they discover.

How do living things get air, water and energy to survive? 

Students explore and find different types of leaves and examine them with a magnifying glass. Activities are then conducted that help students understand the process by which plants survive and produce their own food. Animal puppets are used to allow students to brainstorm all the different things that animals need to survive. These are recorded under four headings: food, air, water and shelter. Students recognise that plants produce their own food, and animals need to find their food.  

The students then work in small groups and use model plants, animals and water as well as collected small rocks, logs, leaves and bark, to create a habitat for an animal they have chosen. When their habitats have been created, providing the needs of life (food, air, water, shelter), the animals are placed into them. Each group will then go on a gallery walk of other groups habitats and communicate their choices. All materials are returned to their collection site. 

Sensory games 

Students explore their senses by playing a range of sensory games including – 

  • Hug a Tree – Working in pairs one blindfolded, students are led to a tree, feel its features then return to the starting place.  Without the blindfold, students find their tree. 
  • Pet rocks – Students choose a pet rock from the bucket, study its features and then return it. Students are blindfolded and the rocks are passed around.  Students try to locate their rock. 
  • Magic spot – Students close their eyes and sit in silence and listen to the sounds of nature. Students open their eyes and share what they have heard and identify the location of the sounds.  
  • Animal sounds – Various native Australian animal sounds are played. Students must try to match the sound to animal photographs.  
  • Mini-scientists – Students explore the bush using large magnifying glasses to see what they can discover. Students ask questions about the things that they find.  
  • What big ears! – The directional microphone is demonstrated for students.  
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Syllabus Outcomes

STE-SCI-01 

identifies and describes characteristics of living things, properties of materials, and movement 

STE-PQU-01 

poses questions based on observations to collect data 

Syllabus Content

Living things have characteristics that help them survive in their environment 

  • Identify the sense organs and describe their functions 
  • Identify and use tools to aid and extend sensory observations 
  • Describe how living things get air, water and energy to survive in their environment Recognise that plants produce their own food, and animals need to find their food 
  • Examine flowers, fruit, leaves, roots and stems of plants and describe their purpose 
  • Examine animal bodies, their body coverings, and how and what they eat 
  • Observe and group animals based on their characteristics and justify the grouping  
  • Describe ways Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the characteristics of plants and animals to survive 
  • Pose questions to compare the characteristics of living things and non-living things 

Differentiation adjustments for high potential and gifted students:

Complexity – What if there wasn’t enough forest left for the animals? What can we do to help make sure that the needs of all our native animals are being met?

Challenge – Students are provided with opportunities to learn advanced level content through engagement with BEEC staff.

Choice – Students are given choice to demonstrate their level of learning and open-ended activities encourage free-thinking and alignment with different interest areas.

Checklist for teachers / Preparing for an Excursion / Maps / Assessment