Every Student


Natural Enviroment - Syllabus Outcome
Syllabus Outcomes
Syllabus Outcome: Ste-7NE Observes, using their senses, how daily and seasonal changes in the environment affect them and other living things.

Syllabus Indicator 1.1: Describes how people respond to familiar changes in their environment, eg day and night and seasonal changes.

Framework Indicators

7NE1.1A: Reacts/responds to a hot/cold stimulus

7NE1.1B: Discriminates between objects that are hot and cold

Teacher Language

Give an instruction

Look at the (object).
SN, which one is cold/hot.

SN, this feels hot/cold. 


This is the hot/cold (object).
Try again.

Students will be able to meet this outcome with varying levels of support. Fade this support as the student works toward developing independence. 

There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching), facial expression, eye gaze, vocalisations and/or verbal responses. 

Teaching Activities 

7NE1.1A: Reacts/responds to a hot/cold stimulus.

During this activity we are not only looking for reactions and responses to hot/cold. Through the use of repetitive language we are also explicitly teaching the concept of hot/cold. In order to do this teacher language will be limited to using the terms ‘hot’ and ‘cold’ even though items used will be at safe and appropriate  temperatures. Care and common sense should be used at all times in order to maintain student safety and to adhere to WHS policies.  Consideration must always be given to individual students and whether activities are suitable, appropriate and meaningful to them.

Place a hot/cold object (eg hot water bottle/cold pack) in contact with the student’s skin and state ‘SN, this feels hot/cold.’ Move the object to different parts of the student’s body and repeat ‘SN, this feels hot/cold.’ 

The student may react in different ways including vocalisations, moving away or keep body part in contact with the stimulus. Immediately restate to the student ‘SN, it feels hot/cold. You liked/did not like hot/cold on your skin.’

Incidental teaching opportunities may also occur throughout the day. A teacher identifies a student’s physiological response to hot and cold and responds by either removing or adding clothing. At the same time the teacher would state eg ‘SN you are feeling hot. I am going to help you take your jumper off.’ 

7NE1.1B: Discriminates between objects that are hot and cold.

Place items that are hot and cold and were used in previous activities directly in student’s view and ask student ‘SN, which one is cold/hot?’  It is necessary to repeat the activity a number of times to ensure the student is able to demonstrate their ability to discriminate between objects. 

Websites that contain resources, games or activities that could be used to support this goal include: