Living Things Safari
This worksheet encourages students to get out in the natural world to look for examples of living, non-living, and once-living things. This activity can be used on its own, or in conjunction with presentation or larger living things unit available on Teach This.
Learning goals
- We are learning to sort living, non-living things and once-living things based on observable features.
- We are learning to understand that living things depend on each other and the environment to survive, e.g. shelter for animals.
- We are learning about life cycles and to sort living, non-living and once-living things based on observable features.
- We are learning to explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships.
Curriculum alignment
AC9S3U01
9
Compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals
AC9S3H01
9
Examine how people use data to develop scientific explanations
AC9S4U01
9
Explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships
ACSSU044
8.4
Living things can be grouped on the basis of observable features and can be distinguished from non-living things
ACSHE050
8.4
Science involves making predictions and describing patterns and relationships
ACSSU073
8.4
Living things depend on each other and the environment to survive
ST2-1WS-S
old
Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations
ST2-2DP-T
old
Selects and uses materials, tools and equipment to develop solutions for a need or opportunity
ST2-4LW-S
old
Compares features and characteristics of living and non-living things
ST2-5LW-T
old
Describes how agricultural processes are used to grow plants and raise animals for food, clothing and shelter
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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