You are on page 1of 2

For the teacher

sub-strand and


AC sub strand Year 3 Biological Science ACSSU044:

Living things can be grouped on the basis of observable
features and can be distinguished from non-living things.

The learner will know that:

Knowledge of living and non-living things.
The learner will be able to:
Identify non-living things
Identify living things
Sort non-living and living things into a table
Explain characteristics of non-living and living things
Using the 5Es approach students will go through several steps
in understanding the concept of living and non-living things.
The 5Es has the steps of engagement, exploring, explaining,
elaborating and evaluating. The strategy that has been used
has been followed step by step in developing a printable
worksheet building students knowledge within this area. 5Es
approach allows students to demonstrate their prior knowledge
explore living things and develop a more in-depth
understanding of this concept sharing ideas with other children.
Learning within this task card will consist of working through the
worksheet both individually and collaboratively. The beginning
of the 5Es starts with the strategy of engagement. To engage
students in the concept of living things a fun activity to begin
with will attract students attention. The activity requires
students to label whether each picture is living or non-living.
After identifying each pictures category, they will answer
questions regarding key features of making something living.
Within the classroom setting it would be acceptable for children
to individually for this task. This activity will test students prior
knowledge on this concept of living things. By working
individually it will show students own understanding, which in
the end, they can compare.
During the Explore phase of the 5Es the whole class will gather
back together to proceed to the next step. Students will be
given the chance to explore the real life environment to develop
an understanding of living and non-living things. The class will
be divided into small groups to walk around a specific section of
the school to identify non-living and living things. The teacher,
for safe reasons, must closely monitor the area in which the
students are designated to observe in. This will give students a
hands-on approach to explore living and non-living things.
The next step is the explain stage. This stage is crucial as it
allows children to share their knowledge to build their
understanding. Children are able to feel more accomplished
teaching and learning from other students. The collaborative

learning approach works effectively, which will be evident in the

success of digital task card one.
Proceeding to the stage of the 5 Es is the elaborating phase.
This phase focuses on developing students ideology of living
things. As the whole class joins together to share their
understanding, students are able to extend their thinking.

What could
learning look like
using this task

The last phase in the 5 Es is the evaluation stage. Within this

stage students are able to sum up their learning. Evaluation is
used to test students ability and knowledge accumulated
throughout the learning process. Children will be able to
compare their prior knowledge and their end result. This part of
the task is to be done individually to show their individual
Engagement stage:
Identify non-living and living things
Acknowledge key features of living
Working collaboratively (pairs)
Explore stage:
Investigate living and non-living things in school
Working in small groups
Identify what is around them in their everyday lives
Taking key notes on their findings
Explain stage:
Sharing with other groups their findings
Building on from prior knowledge
Collaborative learning
Elaborate stage:
Putting class finding on board
Finding similarities of living things and similarities of
non-living things
Finding differences of living things and difference of
non-living things
Elaborating knowledge as a class
Collaborative learning


Evaluate stage:
Accumulate knowledge
Demonstrating understanding of living things
Ability to identify differed characteristics of living things
Individual knowledge shared
Ensure expectations are reinforced inside and outside the
Ensure the designated area for observing is supervised
Suitable area for children observing