7NE2.2A

Syllabus Indicator 2.2: Identify how plants and animals respond to changes in the environment eg trees losing their leaves and the thickness of animals fur.

Framework Indicators

7NE2.2A: Responds to visual representations of animals

7NE2.2B: Discriminates between visual representations of animals and non-animals

Teacher Language

Give an instruction

SN, this is a (specific animal).

It is an animal.

Look at/feel this animal

SN, feel this animal.

It feels like a (specific animal).

SN, can you show me the animal?

Correction/prompt

This is the animal.

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 respond. These include; head/physical movements (e.g. nodding, pointing and reaching), facial expression, eye gaze, vocalisations and/or verbal responses. 

As it may not be possible to use real animals teachers could use tactile material to support the visuals representations. These could include wool on an image of a sheep, feathers on an image of a bird and a non-animal such as a rock. 

Teaching Activities 

7NE2.2A: Responds to visual representations of animals

As well as the teaching activities listed below teachers should be aware that students may be able to demonstrate ability to meet these indicators through incidental experiences that may happen outside the classroom. These could include whole school programs such as chick hatching, visits from petting zoos or pets as therapy, where students can respond, identify and discriminate. 

This activity is designed to provide students with opportunities to respond to representations of animals.  Place the representation of an animal in the student’s direct view and state ‘SN, this is a dog. It is an animal. Look at/feel the dog’. 

7NE2.2B: Discriminates between visual representations of animals and non-animals

This activity is designed to provide students with opportunities to discriminate between representations of animals and non-animals. Teachers would place a representation of an animal and a non-animal within the student’s direct view. Teachers would then state ‘SN, can you show me the animal?’ It is necessary to repeat the activity a number of times to ensure the student is able to demonstrate their ability to discriminate between representations of animals and non-animals. 

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

• Plants and animals in the local environment: http://www.bbc.co.uk/schools/scienceclips/ages/6_7/plants_animals_env.shtml