Meet the Rosella

Overview

This is lesson 1 of 4 in the Eastern Rosella Explorers unit. Students use their senses to observe photographs, feathers, models and a short video of an Eastern Rosella, then ask questions and make simple predictions about what they may notice. They build on everyday experiences of looking closely at animals and practise naming, pointing to, describing and recording visible features.

Learning intentions

Students will:

• use their senses and simple equipment to make observations about an Eastern Rosella
• ask questions about what they notice
• identify visible features, including colour, beak, wings, feet and feathers
• describe a feature using a word such as colour, shape or texture
• record an observation through drawing, words, pointing or oral language

Success criteria

• I can name or point to at least three rosella features.
• I can describe one feature using a word such as colour, shape or texture.
• I can share one observation with my group.
• I can show what I noticed in a drawing, words or by telling someone.

Curriculum links

• Explore the ways people make and use observations and questions to learn about the natural world.
• Pose questions and make predictions based on experiences.
• Compare observations with predictions with guidance.
• Connects with comparing characteristics of living things through close observation.

Lesson structure (30 minutes)

1. 0–5 min · Wonder question. Teacher opens with the wonder question and Eastern Rosella image and asks, “What do you notice about this bird, and what do you wonder?” Model looking carefully without guessing, then invite think-pair-share responses. Students observe silently, share one noticing or wondering with a partner, and make a simple prediction about what they might see at the stations.

2. 5–7 min · Feature introduction. Teacher uses the labelled rosella feature slide to introduce or revise the words colour, beak, wing, foot and feather; point to each feature on a large image and briefly discuss how scientists use observations to learn. Students point to the matching feature on their own image or on the displayed bird and repeat, sign or demonstrate the words.

3. 7–22 min · Observation stations. Teacher places students in four groups of five and explains the rotation using the station instructions and observation prompts. Set up four stations: photographs, clean feathers, a bird model or toy, and a short Eastern Rosella video with the sound at a suitable level. Students spend approximately three minutes at each station, looking, touching only when invited, listening and discussing what they notice. At each station, prompt with “What do you see?”, “What shape is it?”, “How does it feel?” and “Which feature can you find?” Adults or peers scribe responses where needed. Remind students to handle feathers and models gently and to wash hands after touching shared materials.

4. 22–27 min · Group share. Teacher brings students together and returns to the share-back prompts. Invite each group to contribute one observation and record simple words or sketches on the board under headings such as colour, shape and texture. Revisit the opening predictions and ask, “Did we observe what we predicted? What was the same or different?” Students share one feature, listen for a new observation and indicate whether their prediction matched what they saw.

5. 27–30 min · Draw and record. Teacher distributes the rosella observation drawing sheet and models drawing an Eastern Rosella feature, adding a label or describing word. Offer sentence stems: “I noticed a ___ beak,” “The feathers feel/look ___,” or “The rosella has ___.” Students draw the bird or one feature and add a label, describing word, dictated sentence or adult-scribed response. Finish by inviting two or three students to show their observation.

Resources

• the Eastern Rosella observation deck
• the rosella observation drawing sheet
• Clear photographs of an Eastern Rosella
• Clean, ethically sourced feathers
• Eastern Rosella model, toy or 3D image
• Short, age-appropriate Eastern Rosella video
• Feature picture cards labelled beak, wing, foot and feather
• Magnifying glasses, optional
• Large paper or whiteboard and marker
• Hand wipes or access to handwashing

Assessment

• During the wonder question and stations, listen for students posing questions, making predictions and using observation words. Note who can identify features independently and who needs prompting.
• At group share, check whether students can communicate one observation and compare it with their prediction using “same” or “different”.
• Collect or photograph the drawing sheet. Check for at least three named or indicated features and one description using colour, shape or texture; accept pointing, drawing, oral response or dictated language.

Differentiation

• Provide realia, labelled picture cards, enlarged photographs and tactile materials. Allow students to point, gesture, draw or give an oral response instead of writing.
• Use sentence stems, repeated modelling, gesture-based vocabulary and a small-group adult scribe for students developing language, communication or fine-motor skills.
• Pair students strategically, ensuring each student has a turn to observe, handle materials where appropriate and share an idea. Offer a quieter station or reduced sensory demands for students who need them.
• For EAL learners, use visuals alongside each feature word, accept home-language discussion where possible and repeat key words in short, clear sentences. Pre-teach “notice”, “wonder” and “predict”.

Extension

• Provide a photograph or model of another familiar bird. Students identify two similarities and one difference between it and the Eastern Rosella.
• Invite advanced learners to ask a new question about a feature and explain what they would need to observe to investigate it.